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Random Observations: Teaching linear algebra

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>>and 1/3 from anywhere in the course Was this material already covered? Or any material in the course? Thanks, John @John: I would presume from the material already covered. I like the idea of taking notes before class and then just paying attention during class. In general, students learned to take notes any time the professor writes something down and that didn't seem the best way to learn to me even though I was also doing the same thing. @John: Homework was only on material that had been covered. But questions on the first week's material could show up on the last homework set. And if they did, you could be sure that they would be the hardest questions available. I'd imagine that the students resisted your methods early on, but it appears that they came to accept, if not appreciate them over time. I like your recipe. You had obviously given much more consideration than most regarding how to effectively convey the material. Have you ever gone back to your students (or have any

Random Observations: Teaching linear algebra skip to main | skip to sidebar Random Observations Monday, September 28, 2009 Teaching linear algebra In a recent Hacker News post I made reference to an interesting teaching experience I had in the mid-90s. This is a longer explanation of the same. I was a graduate student in math at Dartmouth College. I wound up teaching an introduction to linear algebra course that was also the first course where students were asked to do proofs. The class was somewhere in the range of 15-20 students. If I remember correctly, this was in the fall of 1996. In prep

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