For each class, a text lesson is assigned. This assignment includes a reading and specific
problems associated with the reading material. Each cadet is expected to "work the
problems." (Note: Prior to 2000 these problems were called "drill problems"; the current
terminology is "suggested problems.")
• "One learns mathematics by doing mathematics." Cadets are encouraged to be active
learners and to "do" mathematics. Group work is encouraged and expected. Special
projects are a major portion of each core mathematics course-work on these projects is
done in teams of two or three.
• Cadets are required to study the concepts of each lesson in such a way as to be ready to
use them in three ways:
1. To express them fluently in words and symbols
2. To use them in proof and analysis
3. To apply them to the solution of original problems
• The instructor's goal during each lesson is to cause the maximum number of cadets to
actively participate in the day's lesson. One of the instructor's roles is to facilitate the
learning activity in the classroom. This may take the form of a question or a remark to
clarify a point.
• Class begins with the instructor's questions on the assigned text lesson. Cadets are asked
if there are questions on the assignment. Example problems are worked and discussed.
Cadets are sent to the boards to work in groups of two or three on specific problems that
are provided (so called "board problems"). These board problems may be similar to the
problems assigned with the text lesson or they may be "original."
• Cadets are selected to recite on the problems they work. Questions are encouraged.
• The instructor spends a few minutes to discuss the next lesson. This practice is commonly
called the "pre-teach."
This also has a lot in common with the case study method in both law and business although the specifics are obviously different for a technical topic.
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For each class, a text lesson is assigned. This assignment includes a reading and specific problems associated with the reading material. Each cadet is expected to "work the problems." (Note: Prior to 2000 these problems were called "drill problems"; the current terminology is "suggested problems.")
• "One learns mathematics by doing mathematics." Cadets are encouraged to be active learners and to "do" mathematics. Group work is encouraged and expected. Special projects are a major portion of each core mathematics course-work on these projects is done in teams of two or three.
• Cadets are required to study the concepts of each lesson in such a way as to be ready to use them in three ways: 1. To express them fluently in words and symbols 2. To use them in proof and analysis 3. To apply them to the solution of original problems
• The instructor's goal during each lesson is to cause the maximum number of cadets to actively participate in the day's lesson. One of the instructor's roles is to facilitate the learning activity in the classroom. This may take the form of a question or a remark to clarify a point.
• Class begins with the instructor's questions on the assigned text lesson. Cadets are asked if there are questions on the assignment. Example problems are worked and discussed. Cadets are sent to the boards to work in groups of two or three on specific problems that are provided (so called "board problems"). These board problems may be similar to the problems assigned with the text lesson or they may be "original."
• Cadets are selected to recite on the problems they work. Questions are encouraged.
• The instructor spends a few minutes to discuss the next lesson. This practice is commonly called the "pre-teach."