Improv Practices in Mathematics Active Teaching

Abstract

This article explores the parallels between improvisational theater, commonly known as improv, and active teaching. Specifically, it focuses in the impact of improv techniques on instructor and teaching assistant professional development. The implementation of an active teaching seminar is analyzed, where improv techniques were used in developing the teaching quality of teaching assistants in the mathematics department at the University of California, Santa Cruz.

Keywords:

• Improv
• mathematics
• active teaching
• active learning
• professional development

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1 Original game created by the author.

Additional information

Notes on contributors

Pedro Morales-Almazan

Pedro Morales-Almazan has being interested in mathematics outreach and education since participating in high school competitions. After receiving his Ph.D. in mathematical physics, he joined the Mathematics Department at The University of Texas at Austin, where he led the Math Teachers' Circle. He moved to the University of California, Santa Cruz where he is a teaching professor in the Mathematics Department.