This article describes the authors' attempts to make a college mathematics class more hands-on and interactive. The authors challenge other college mathematics instructors to try similar approaches to enhance the learning and understanding of their students.

A series of observations in math classrooms revealed a pervasive problem of "re-teaching". It matters little the subject; before the teacher can begin teaching new material, basic skills often have to be re-taught before the lesson can move forward. Perhaps some methods are more effective than others in the classroom. Consequently, this study…