Abstract
ABSTRACT The paper discusses the author's experiences teaching mathematics courses in a lecture-free, discussion-based seminar format at all levels of the traditional undergraduate mathematics curriculum. These seminars replace the traditional lecture with classroom discussion of course readings and exercises prepared by students in advance of class. Methods of motivating, instructing, and supporting student efforts towards independent reading of mathematical text is discussed. A non-scientific assessment of the results in these seminar courses is provided. The author's success with the seminar approach to mathematics education at all levels of the undergraduate curriculum suggests the potential value of subsequent experimentation in seminar instruction by other professors. Suggestions for such experimentation are provided. * This paper is an invited paper from the Contributed Paper Session on The Undergraduate Seminar in Mathematics at the New Orleans Joint AMS/AMA Mathematics Meetings, 10–13 January 2001.
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