Sitemap
A list of all the posts and pages found on the site. For you robots out there, there is an XML version available for digesting as well.
Pages
Posts
Supplementing Standards with Engagement Points
Published:
I wrote a guest post for the Grading for Growth blog on the Engagement Points I use in my intro-level courses. If you are an instructor in higher education, I highly recommend following this blog, especially if you are interested in alternative grading.
Why Make a Math Blog?
Published:
To anyone reading this post as their introduction to me, hi! As of present writing, I am a Ph.D. candidate in Mathematics at the University of Pittsburgh.
portfolio
Portfolio item number 1
Published:
Short description of portfolio item number 1
Portfolio item number 2
Published:
Short description of portfolio item number 2
publications
Why Isn’t There an Inverse Quotient Rule?
Published in Pittsburgh Interdisciplinary Mathematics Review, 2024
I derive and explain an intergration technique for a first integral calculus course, which I have since taught in my Calculus 2 lectures. The paper contains 26 exercises.
Recommended citation: Hauptman, Edison. (2024). "Why Isnt There an Inverse Quotient Rule?." Pittsburgh Interdiscplinary Mathematics Review. 1 (1-18).
Download Paper | Download Slides
talks
How to Solve a Minecraft Puzzle Like a Mathematician
Published:
In which I introduce a puzzle involving the use of Minecraft’s pistons, which can push blocks but not pull them, where the objective is to push a specific block to a specific location, and where the context of the puzzle values a quick and correct solve, rather than a traditionally “optimal” solve, which might involve using the fewest number of moves.
Why Isn’t There an Inverse Quotient Rule?
Published:
In which I present my paper on the Inverse Quotient Rule. Using a motivating example from Stewart’s Essential Calculus, Early Transcendentals (2nd edition), I derive a Quotient Rule version of Integration by Parts (which is itself derived from the Product Rule), show additional examples, and give my opinion on why the technique is not commonly taught.
An Undergrad-Friendly Journey Through Graduate Level Combinatorics
Published:
In which I adapt the solution to a Stack Exchange problem to be approachable to a general undergraduate math major audience, filling in the gaps to introduce tensor products, norms, generating functions, and Stirling’s Formula.
teaching
Summer 2022: Analytic Geometry & Calculus 2
Undergraduate course, University of Pittsburgh, Department of Mathematics, 2022
My first course as an instructor of record, in which I learned many lessons in a short amount of time! Attempt 1 helped me build my teaching philosophy, then consider where my current practices were/weren’t lining up with my values.
Summer 2023: Analytic Geometry & Calculus 2
Undergraduate course, University of Pittsburgh, Department of Mathematics, 2023
This course used a point system designed to encourage students to learn Calculus 2 in a way that best suited them, and was my first attempt to run an alternatively-graded course. While I wouldn’t replicate the design now, I am proud of myself and all of my students for the lively, collaborative, and creative environment we fostered. I have fond memories of our recitation sessions, where the students took the lead presenting solutions to practice problems.
Summer 2024: Analytic Geometry & Calculus 2
Undergraduate course, University of Pittsburgh, Department of Mathematics, 2024
This summer’s course was supported by a Course Transformation Award from dB-SERC to implement an altenrative grading model. The Dietrich School of Arts & Sciences’ Dean’s office separately allocated funds for a grad TA to serve as a grader for the course. Like the previous summer, many students decided to complete projects, some of which were primarily the students’ design.
Summer 2025: TA Mentor
Mentorship, University of Pittsburgh, Department of Mathematics, 2025
My department and I successfully petitioned our Dean’s office to create a funded TA Mentor position on a trial basis. I was tasked with visiting grad TAs over the summer to give peer feedback, and I created and ran a weekly TA Seminar. Many thanks to all my peers who attended the TA Seminar to share their own perspectives. Due to the success of this seminar and the class visits, we were approved to fund the position for the following summer!
Fall 2025: Analytic Geometry & Calculus 1
Undergraduate course, University of Pittsburgh, Department of Mathematics, 2025
Spring 2026: Business Calculus
Undergraduate course, University of Pittsburgh, Department of Mathematics, 2026
Spring 2026: MAC Assistant
Mentorship, University of Pittsburgh, Department of Mathematics, 2026
In which I assisted the MAC Coordinator, Daniel Hockensmith, with keeping the Math Assistance Center up and running. Since this is a small job on its own, the MAC Assistant also helps the TA Mentor with peer observations. This spring, the TA Mentor (Akshara Vincent) and I developed a peer observation form to identify clear standards for grad instructors and TAs, and I visited half of the grad TAs who requested feedback.
Summer 2026: TA Mentor
Mentorship, University of Pittsburgh, Department of Mathematics, 2026
After the success of the first summer TA Mentoring, our School of Arts & Sciences approved funding the TA Mentor position in our department for a second summer. This summer, I improved my workflow, using and updating the observation checklist that was developed in the spring, and structuring the TA Seminar more deliberately.
Fall 2026: College Algebra 1
Undergraduate course, University of Pittsburgh, Department of Mathematics, 2026
College Algebra 1 is the first of a two-course sequence for students looking to earn their required math credit at Pitt.