Interactive Mathematics by Kunio Mitsuma, Ph.D.

Student Learning
My primary mission as a teacher of mathematics is to help students learn mathematics. As simple as it may sound, it is a profoundly important goal in instruction. No matter how good the pedagogical ideas or preparations I may have, in the end my students must show clear evidence that they have learned mathematics in my classes. I begin by developing trust between my students and me—the feeling that all of us are learning the material together, discovering some of the exciting and useful results of mathematics and wondering why we need to learn mathematics. The moment I step into the classroom, I present to my students a clear agenda for the day, be it factoring polynomials or double integrals. In so doing, I try to tap into the knowledge that the students already have, such as simpler factorizations or single-variable integration. This gives the students a sense of continuity in learning mathematics, and helps them view mathematics as one coherent subject, rather than a collection of unconnected techniques.

Use of Technology as a Vital Supporting Role
My teaching style is student-centered. I maintain a teaching style that is a combination of chalkboard and computer technology that encourages active participation by the students. Demonstration of computer graphics is a big eye-opener for students when, for example, the surface z = y² – x² is rotated freely in space, revealing a saddle point at (0, 0, 0). At the same time, I encourage the students to have hands-on experience with computer algebra systems for approximating roots, finding complicated integrals, and so on. I also encourage students to program their graphing calculators when they learn the concepts of limits, integration, etc. On the other hand, I present definitions, theorems, and examples on the board so that the students can have organized notes to follow.
Maintaining students’ interest in mathematics is important to me, so whenever possible, I try to show them useful real-life applications such as the study of the exponential function that leads to the understanding of compound interest, annuities, and mortgages.
Technology helps students learn when it is used appropriately. Not being able to compute ten percent of $400 is not a good reason for a student to use a calculator. But, technology is an excellent tool for checking tedious and repetitive computations or investigating three-dimensional objects. That is why I try to strike a balance among discussions with students, observation of what technology can show, and my lecture.

Availability for Help
From the first day, I try to convince my students that they can find me for help whenever they need to. At the same time, I tell them that they must take the initiative in asking for help. During the first month of the semester, I keep close track of individual performance, because I believe that it is imperative to catch, before the first major examination, the genuinely hard-working students who are struggling due to lack of study skills. Then, I invite them to my office as often as possible, and encourage them to try out various study methods. By this time, many of my students will know that I am very accessible, and they will ask for appointments on their own for the rest of the semester. It is not unusual that some of my former students continue to visit me with their academic questions.

Interactions with Student
A college community is, ideally, a place where everyone tries to maintain good team work, leading to excellence in academic and non-academic achievement. A phone call from a professor, just to see how a student is making out in a course, can be a big and pleasant surprise to the student. I try to do things for students with a personal touch that would be rare at larger institutions, because I want them to know that they are active and important players in the college community. I enjoy interacting with international students as well by sharing many of my own experiences.