I tend to go slowly to let students learn to engage independent problem-solving. I augment this with email interactions using technology that became quite well-known, called Interactive Questionnaires. The idea is to learn to use vocabulary in practice. Then, to see what happens when you interact with text and auxiliary problems. Developing a student's mental energy for attacking problems and memory for putting specific subjects together takes some time at the beginning. Once the idea is applied to specific problems, though it tends to move along much more quickly.
PhD in mathematics, 34 years as full professor at major research universities, directed summer institutes with exceptional students in California at the Univerity of California, and was a contributor to the California Math Project that became the High School standards.
I attached a quick bio that tells about positions I have held, that I am a PhD and have been a full professor of mathematics for over 35 years. It also contains four famous fellowships I have held. It tells that I have a large research record of over 100 publications in refereed journals, and several books. I was also an aerospace (electrical) engineer who worked on some of the famous projects related to the Saturn Missile, the Nautilus submarine and the Lunar Excursion Module before I became a mathematician.
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