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Contents |
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Robert Lee Moore – The Mathematician |
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The Classical Moore Method |
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Intermission: Video |
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Our Experiences with the Moore Method at UTEP |
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Discussion |
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1882 |
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Born in Dallas, Texas |
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1898 - 1901 |
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B.A. and M.A., |
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The University of Texas |
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1902 - 1903 |
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High School Teacher in Marshall, Texas |
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1903 - 1905 |
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Ph. D., University of Chicago, |
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Advisors: E.H. Moore & O. Veblen |
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1905 - 1920 |
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Teaching at various universities |
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1920 - 1969 |
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Professor at The University |
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of Texas |
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1974 |
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Died in Austin, Texas |
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R.L. Moore was one of the most accomplished
mathematicians in the first half of the 20th century. |
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He was President of the American Mathematical
Society from 1936-1938. |
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He had more than 50 Ph.D. students. |
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Three of his students became Presidents of the American
Mathematical Society. |
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Six students served as Presidents of the Mathematical
Association of America. |
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A sour note: R.L. Moore never let black students
take his classes, even after UT Austin was desegregated. |
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R.L. Moore’s Method of Teaching |
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Only the class framework is provided by the
instructor |
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The instructor assigns problems to the class,
but does not “teach” |
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Students work on assigned problems outside of
class |
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Students present solutions in front of the class |
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The students in the audience act as a “jury” for
the validity of the presentations |
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The instructor insures the correctness of the
mathematical content both on the board and in the student discussions |
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R.L. Moore’s Method of Teaching (cont’d) |
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Competitive classroom atmosphere |
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No cooperation between students, in class or in
preparation for class |
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R.L. Moore usually called on the weakest
students first |
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Emphasis on student’s self-reliance |
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Students were not allowed to use books, or ask
other students/instructors for help |
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Built on R.L. Moore’s ability to carefully gauge
each student’s capabilities and her progress throughout the semester |
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The Moore Method at UTEP |
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Michael O’Neill (now at Claremont-McKenna) |
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Principles of Mathematics, Introduction to
Analysis (both junior level), Real Analysis (senior/beginning graduate
level), Real Variables (graduate level) |
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Helmut Knaust |
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Introduction to Analysis (junior level), Real
Analysis (senior/beginning graduate level) |
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Art Duval |
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Principles of Mathematics (junior level) |
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Principles of Mathematics |
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Uses a Moore-style textbook |
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Students volunteer to present material in class |
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Students are encouraged to cooperate in
preparation for class. |
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Class time management: about 70% of the time is
spent on student presentations, about 30% of the time the instructor
teaches. |
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The Student Perspective |
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Cristina Torres |
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Principles of Mathematics, Fall 2001 |
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Introduction to Analysis |
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and
Real Analysis |
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Uses textbooks with proofs and exercises
(without proofs) |
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Students are called “at random” to present
material in class |
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Students are encouraged to cooperate in
preparation for class. |
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Class time management: about 70% of the time is
spent on student presentations, about 30% of the time the instructor
teaches. |
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Student comments* |
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* Course Evaluation, Math 3341, Spring 2001 |
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The Student Perspective |
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Susan Arrieta |
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Introduction to Analysis, Spring 2001 |
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Real Variables, Fall 2001 |
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Lessons Learned |
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It is crucial to create the right class
atmosphere |
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Works best when all students have similar
mathematical backgrounds and abilities. |
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Optimal class size: 4-12 students |
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Can the Moore Method work in other disciplines? |
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We think it will work in classes |
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where
the main objective is for students to build their abilities rather than for
the instructor to disseminate knowledge |
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All Questions Answered, |
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All Answers Questioned* |
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* Borrowed from Donald Knuth |
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Resources |
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The R.L. Moore Legacy Project at The Center for
American History at The University of Texas at Austin |
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(http://www.discovery.utexas.edu/index.html) |
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The Texas pages of MathNerds |
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(http://www.mathnerds.com/texan/index.asp) |
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Art Duval
artduval@math.utep.edu |
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Helmut Knaust helmut@math.utep.edu |
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Notes