David J. Pengelley
Professor Emeritus
Mathematical Sciences
New Mexico State University
Las Cruces, NM 88003, USA
davidp@nmsu.edu

From lecture to active learning: Rewards for all, and is it really so difficult?, an extended piece in the College Mathematics Journal in 2020.

Video and slides of my 2017 presentation From lecture to active learning: Rewards for all, and is it really so difficult? in the MIT Electronic Mathematics Education Seminar.

Video of my plenary presentation How to beat the lecture/textbook trap, and then throw them both away! to the 2013 Legacy of R.L. Moore Conference.

And here are some suppporting materials with details:

• Further philosophy, my evolution, logistical details, and personal experiences of the classroom dynamics of teaching this way.
• An explanation just of my grading and daily logistics of handling several units simultaneously with these assignment parts. 
• Homework guidelines for students, a handout for day one, about how assignments will be designed to foster an active classroom without lecture. 
• Homework 0, due on day two, gives me student input for designing the course and explaining to them how the pedagogy is tailored to their learning. The main thing I usually get from their Homework 0 is that they say they learn best by practice and doing (not lecture), and  they say they can best demonstrate what they've learned by teaching/showing someone else (not by taking timed exams); I endeavor to make any exams be untimed. So only on day three do I give them a detailed course overview handout, informed by their Homework 0. 
  
• My qualitative grading rubric for A/B/C/D/F grading (see classroom dynamics).
  
• I also ask students to give me me some written information about themselves in class on the first day, to build a sense of connection and familiarity with students. 
• An example overview handout for a sophomore discrete mathematics course of how I present this pedagogy to students. 
• Example assignments for courses in discrete mathematics and calculus, showing reading questions, warmup exercises, and final exercises. 
• An actual assignment handout for students, showing the different things I expect them to do.
  
• More examples of reading questions. In this folder is an overview.pdf file for a course on introduction to proofs, logic, etc., for mathematics majors, along with all the reading questions used in the course, found in files labeled ht*.pdf and hw*.pdf. This should give the best sense of what I choose for reading questions. 
  

Translations of primary historical source materials:

Excerpts on the Euler-Maclaurin summation formula, from Institutiones Calculi Differentialis by Leonhard Euler (pdf), or in (dvi format), also at the Euler Archive.

Excerpt from a letter of Monsieur Lame to Monsieur Liouville on the question: Given a convex polygon, in how many ways can one partition it into triangles by mean of diagonals?: Lame's elegant geometric solution to finding the one step recursion relation solving Euler's decomposition problem, leading to the factorial formula for Catalan numbers.

A few preprints and video presentations (separate from topology research (see vita) and joint publications on Teaching with Original Historical Sources in Mathematics):

OK, here's a photo taken at the 1999 Boulder conference on homotopy theory.  On the left is Italian algebraic topologist Luciano Lomonaco, on the right is me.

You might find another photo of me playing badminton at NMSU.