Reading and reviewing articles:

As you read articles in mathematics and mathematics education journals, you should write:

1. Keyword(s) to identify the topic of the reading. Click here for a list of keywords to use.
2. Bibliographic citation information in the exact form required.
3. A short summary of the article or book
4. A personal reaction

These reviews need not be lengthy (perhaps a page), but they should be thorough and thoughtful. Separate each paragraph of your narrative by the symbol <P>. Your own and your classmates' reviews will form the beginning of your resource file.

You should hand me a paper copy of your review, and send me an electronic copy so that I can add it to the web page of reviews.

You can send me your review by completing the Article Review Form at www.stolaf.edu/people/wallace/Courses/UGeom/Reviews/reviewform.html.

To complete the form, first type in the bibliographic information. Then, either type in your review narrative or cut and paste it from your word processed review after first saving it in text or ascii form. You can create an ascii copy in by using the "Save As" command in your word processor and saving it in the form "text with line breaks". You can give me a paper copy of your original word-processed review or just print the copy of the form that appears after you submit your form.

If you are having trouble sending your accessing the internet to use the web form, you can download a template for writing the review on your home computer and then hand me a disk with the review saved in text with line breaks.

Example

Here is how the bibliographic information looks in Netscape:

This is a short article, if you can even call it an article, but I like the ideas. The purpose of the suggestion is to keep students up- to-date on assignments, quizzes, and tests. First, the teacher must explain from the outset that she has a responsibility to keep the students informed, and that they have the responsibility of taking advantage of the information by doing their assignments, quizzes, and tests. Then the set-up--a bin and a wall chart. When a test is given, the teacher saves a copy for each student not present and writes the student's name on it. All of these then go in a make-up bin. If a student is gone just one day, she can take the test while the teacher goes over the corrected tests with the rest of the class. If the student has been gone for more then one day, a similar form of the test will be waiting in the bin. This way it is the student's responsibility to make sure the test gets taken. Similarly, the student can find any homework assignments from the past week on a wall chart in the classroom. This eliminates taking up the teacher's time with, "What'd we do yesterday?" and it helps out those students who are forgetful or write down the assignment incorrectly.

I like both ideas, but I'm not sure about the one day business, because I don't know if I could correct a set of exams overnight.

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