Challenges are a part of life that everyone faces. They help define us as individuals. They help define a person’s character, work ethic, and overall outlook on life. Dr. W. Ted Mahavier, a Professor of Mathematics at Lamar University has embraced and enjoyed challenges throughout his life. From struggling in calculus to getting stuck on his dissertation for nine months, challenges are what drove Mahavier to his success.
Born in Knoxville, Tennessee, Mahavier was raised in Atlanta, Georgia during the school years and spent his summers in San Leon, Texas. Being a small kid, he fought a lot as a child. Even as a young boy he could not run from a challenge. This challenge eventually grew when he began taking martial arts classes at the age of eighteen. Mahavier was a faculty advisor for the martial arts club at Lamar for ten years, he has had training in Hap Ki Do, Ai Ki Do, Tae Kwon Do, and he has even achieved a black belt in Kuk Sool Won. As a kid, when Mahavier was not fighting, he was often sailing with his parents or his friends, owning his first sailboat at age eleven. Once finished with high school, he decided, like many college freshman, that he needed to branch out and get away from home. With a sister finishing her degree at Auburn University, it seemed like an ample opportunity to test the waters while still having someone around (4).
Not knowing that mathematics would become a wonderful career, Mahavier began his undergraduate studies in physics at Auburn University. He loved the idea of solving real world problems, but he always had deeper questions. How did we know to use that formula? Where does that come from? Why does it work? Physics professors, not taking the time to fully explain all of these, said that all of the equations and formulas came from experiments. Later in mathematics classes asking the same types of questions the professors would show the derivations for where the equations actually come from. The curiosity about the why questions led Mahavier to mathematics. He embraced this challenge of finding out why something works instead of just succumbing to experimental data. As an undergraduate student Mahavier took a couple of classes that were taught following the ideas of the modified Moore Method. He loved one of these classes as it gave him an opportunity to solve challenging problems on his own and show others how he reached the solutions (4).
The Moore Method has an emphasis on a student’s learning to deal and cope with problems outside of the classroom. This method tries to increase the depth of a student’s understanding. The theory of this method is to do more than just scratch the surface and teach students what to do in the classroom. The method is based on the ideas of R.L. Moore, a Professor of Mathematics at the University of Texas from 1920-1969. His philosophy of a class was to select problems and theorems for students to prove and present in front of a class. In the Moore Method there is no use of textbooks, there is no communication between students; there is only a student and the problem at hand until it is solved. The modified Moore method “limits the amount of presentation done by the students, which makes the method accessible to lower-level classes, and facilitates using traditional materials and texts while still emphasizing student presentation” (2). “This technique fits well with the current reform movements directed toward involving students more actively in their learning. It prepares students for academia as well as industry by encouraging communication, presentation, writing skills, and critical thinking, while alleviating many of the difficulties that we face, such as complacent students, poor work attitudes, and low test scores” (2). Part of the idea is that students learn best when they mess up, try again, and eventually communicate the correct process to others (2). Mahavier is now an advocate of the Modified Moore Method, has co-written a book outlining his teaching methods, has taught numerous classes this way, and has given many lectures and presentations on his techniques. Mahavier’s first calculus classes were taught using the Modified Moore Method; these were his first introduction to what would later make up a large portion of his teaching career.
As an undergraduate Mahavier faced a number of challenges that almost prevented him from accomplishing so much in his career. In his first day of calculus via the Modified Moore Method, Mahavier thought he was going to fail out because he was given a bunch of problems he was supposed to know how to do. He thought he did not know how to do any of them, but with a little guidance from his sister, Mahavier soon realized he could do all of them. He just needed a closer look and a different perspective to make some connections to his previous learning. After his junior year, Mahavier considered dropping out of college. He was feeling burnt out from studying mathematical theory, and thought he had failed a modern algebra course. Passing the course he thought he failed, he decided it was worth it to come back and keep going (4). Had Mahavier not been a driven person who overcomes challenges he may very well have taken a very different path.
Mahavier graduated from Auburn University with BS in applied mathematics and a computer science concentration in 1985 (3). Shortly after graduation he took a job in industry (4). Mahavier “investigated multiple-vehicle tracking systems via Monte-Carlo simulations and developed terrain modeling codes” (3). He then got bored “working on other people’s problems… and wanted to work on [his] own” (4). At this point Mahavier’s father had developed lung cancer. Wanting to continue his education and be close to his father, Mahavier decided Emory would be the right place for him to further his studies (4). While studying for his masters, he faced more challenges. Some of these challenges came simply from the nature of his studies. Mathematical theory is a very difficult topic; it is not a surprise that Mahavier faced some tough ideas. After just one semester he was ready to give up once again. However, a very helpful sister, like before, was there to encourage and help him overcome his challenges (4). Mahavier also held a teaching fellow position at Emory as he worked through his masters. Completing his MS in 1990 from Emory University, Mahavier decided to further his education even more (3).
Mahavier chose to go to the University of North Texas for his Ph.D. It was at the University of North Texas that he took many more classes based off of the Moore Method. “He took more than a dozen courses taught via the Moore method from a total of nine academic descendants of R.L. Moore or H.S. Wall” (1). These classes were difficult for Mahavier as he had to figure everything out on his own, but therein was also the desire for these classes. These classes were thrilling because of the challenge of problem solving, and the challenge of developing an understanding of the material to a deeper level (4). While working on his dissertation Mahavier was an adjunct instructor, an assistant instructor, and a teaching fellow. These all came at various times throughout his Ph. D. work, which helped him support his wife and himself. Mahavier married Cathleen Jean Cole in 1990 (3). After work on his dissertation had been going smoothly, it all came to a sudden halt for him. He got stuck for nine months (4). However, with his desire to overcome challenges Mahavier completed his dissertation on “A Numerical Method for Solving Singular Differential Equations Utilizing Steepest Descent in Weighted Sobolev Spaces” in 1995 (3). His work on his dissertation was a “blend of theory… and programming” as he attempted to model real world problems through programming while looking at and searching for optimal Hilbert Spaces in which to solve particular differential equations. (4).
After finishing his doctoral work, Mahavier began his career as an Assistant Professor of Mathematics at Nicholls State University. He was tenured and promoted to Associate Professor before accepting a position as an Associate Professor of Mathematics at Lamar University. From there Mahavier became a Professor of Mathematics at Lamar University in 2010 (3). Continuing his work on the Moore Method, Mahavier “has taught pure Moore method courses in analysis, calculus, discrete mathematics, topology and trigonometry. He has mentored more than a dozen faculty members, each of whom implemented the Moore method for the first time under his direction. Mahavier has delivered a dozen invited addresses on aspects of the method including implementation, administrative hurdles, and material development” (1). He had his co-authored book The Moore Method: A Pathway to Learner-Centered Instruction published in 2009. From 1996 to 2014 Mahavier was been a Board Member and the co-founder of MathNerds.org (3). This website was set up to give helpful instruction to over 250,000 students working on math problems without giving them the answer. In Moore Method form, the site is designed to guide students in their own learning of how to solve problems. Continuing his research, Mahavier has continued to search for “efficient algorithms to solve ODE’s” in order to model real world problems. While at Lamar, Mahavier also served as the Faculty Advisor for the Math Club for ten years (4).
Mahavier having accomplished so much is proud of more than just his work at institutions. A frequent escape for him to get away from the stress of work is to his sailboat. He spent many years restoring a sailboat until it was destroyed by Hurricane Ike (5). After losing all that time he spent restoring his old boat, his newest one, Aftermath, is getting a lot more time at sea. Mahavier said he has gotten a lot of mathematical work done on his boat as he calls it “a much more pleasant place to work than an office” (4). Mahavier also said that restoring and sailing is often “an escape to let the mind wander to less stressful ideas” (4). His passion for sailing has influenced Mahavier to become the Faculty advisor for the Sailing Club at Lamar University. Not only does Mahavier work on boats, but he has also restored and done all of the mechanical work to his cars and motorcycles. Mahavier, a father, is also very proud of his children. Caroline, Mahavier’s sixteen year old daughter is already in college. Austin, Mahavier’s twelve year old son, recently helped win first place in the nation in an online Math League Team Competition (4, 3).
Dr. W. Ted Mahavier is an extremely interesting individual who has had a marvelous career. He is a teacher that cares very deeply for the learning of his students. He is a college, masters, and Ph.D. Graduate. His work has influenced the way many students learn as well as the way many professors teach. Mahavier has always been a person that will not run from a challenge, but rather face it head first. The reason that he went into mathematics was “because it challenged [him]. [His] passion for it comes from how amazing it is when you do figure something out completely!” (4). Dr. W. Ted Mahavier is a man who loves his family, who loves his students, who loves teaching, who loves mathematics, and who loves challenges.
Born in Knoxville, Tennessee, Mahavier was raised in Atlanta, Georgia during the school years and spent his summers in San Leon, Texas. Being a small kid, he fought a lot as a child. Even as a young boy he could not run from a challenge. This challenge eventually grew when he began taking martial arts classes at the age of eighteen. Mahavier was a faculty advisor for the martial arts club at Lamar for ten years, he has had training in Hap Ki Do, Ai Ki Do, Tae Kwon Do, and he has even achieved a black belt in Kuk Sool Won. As a kid, when Mahavier was not fighting, he was often sailing with his parents or his friends, owning his first sailboat at age eleven. Once finished with high school, he decided, like many college freshman, that he needed to branch out and get away from home. With a sister finishing her degree at Auburn University, it seemed like an ample opportunity to test the waters while still having someone around (4).
Not knowing that mathematics would become a wonderful career, Mahavier began his undergraduate studies in physics at Auburn University. He loved the idea of solving real world problems, but he always had deeper questions. How did we know to use that formula? Where does that come from? Why does it work? Physics professors, not taking the time to fully explain all of these, said that all of the equations and formulas came from experiments. Later in mathematics classes asking the same types of questions the professors would show the derivations for where the equations actually come from. The curiosity about the why questions led Mahavier to mathematics. He embraced this challenge of finding out why something works instead of just succumbing to experimental data. As an undergraduate student Mahavier took a couple of classes that were taught following the ideas of the modified Moore Method. He loved one of these classes as it gave him an opportunity to solve challenging problems on his own and show others how he reached the solutions (4).
The Moore Method has an emphasis on a student’s learning to deal and cope with problems outside of the classroom. This method tries to increase the depth of a student’s understanding. The theory of this method is to do more than just scratch the surface and teach students what to do in the classroom. The method is based on the ideas of R.L. Moore, a Professor of Mathematics at the University of Texas from 1920-1969. His philosophy of a class was to select problems and theorems for students to prove and present in front of a class. In the Moore Method there is no use of textbooks, there is no communication between students; there is only a student and the problem at hand until it is solved. The modified Moore method “limits the amount of presentation done by the students, which makes the method accessible to lower-level classes, and facilitates using traditional materials and texts while still emphasizing student presentation” (2). “This technique fits well with the current reform movements directed toward involving students more actively in their learning. It prepares students for academia as well as industry by encouraging communication, presentation, writing skills, and critical thinking, while alleviating many of the difficulties that we face, such as complacent students, poor work attitudes, and low test scores” (2). Part of the idea is that students learn best when they mess up, try again, and eventually communicate the correct process to others (2). Mahavier is now an advocate of the Modified Moore Method, has co-written a book outlining his teaching methods, has taught numerous classes this way, and has given many lectures and presentations on his techniques. Mahavier’s first calculus classes were taught using the Modified Moore Method; these were his first introduction to what would later make up a large portion of his teaching career.
As an undergraduate Mahavier faced a number of challenges that almost prevented him from accomplishing so much in his career. In his first day of calculus via the Modified Moore Method, Mahavier thought he was going to fail out because he was given a bunch of problems he was supposed to know how to do. He thought he did not know how to do any of them, but with a little guidance from his sister, Mahavier soon realized he could do all of them. He just needed a closer look and a different perspective to make some connections to his previous learning. After his junior year, Mahavier considered dropping out of college. He was feeling burnt out from studying mathematical theory, and thought he had failed a modern algebra course. Passing the course he thought he failed, he decided it was worth it to come back and keep going (4). Had Mahavier not been a driven person who overcomes challenges he may very well have taken a very different path.
Mahavier graduated from Auburn University with BS in applied mathematics and a computer science concentration in 1985 (3). Shortly after graduation he took a job in industry (4). Mahavier “investigated multiple-vehicle tracking systems via Monte-Carlo simulations and developed terrain modeling codes” (3). He then got bored “working on other people’s problems… and wanted to work on [his] own” (4). At this point Mahavier’s father had developed lung cancer. Wanting to continue his education and be close to his father, Mahavier decided Emory would be the right place for him to further his studies (4). While studying for his masters, he faced more challenges. Some of these challenges came simply from the nature of his studies. Mathematical theory is a very difficult topic; it is not a surprise that Mahavier faced some tough ideas. After just one semester he was ready to give up once again. However, a very helpful sister, like before, was there to encourage and help him overcome his challenges (4). Mahavier also held a teaching fellow position at Emory as he worked through his masters. Completing his MS in 1990 from Emory University, Mahavier decided to further his education even more (3).
Mahavier chose to go to the University of North Texas for his Ph.D. It was at the University of North Texas that he took many more classes based off of the Moore Method. “He took more than a dozen courses taught via the Moore method from a total of nine academic descendants of R.L. Moore or H.S. Wall” (1). These classes were difficult for Mahavier as he had to figure everything out on his own, but therein was also the desire for these classes. These classes were thrilling because of the challenge of problem solving, and the challenge of developing an understanding of the material to a deeper level (4). While working on his dissertation Mahavier was an adjunct instructor, an assistant instructor, and a teaching fellow. These all came at various times throughout his Ph. D. work, which helped him support his wife and himself. Mahavier married Cathleen Jean Cole in 1990 (3). After work on his dissertation had been going smoothly, it all came to a sudden halt for him. He got stuck for nine months (4). However, with his desire to overcome challenges Mahavier completed his dissertation on “A Numerical Method for Solving Singular Differential Equations Utilizing Steepest Descent in Weighted Sobolev Spaces” in 1995 (3). His work on his dissertation was a “blend of theory… and programming” as he attempted to model real world problems through programming while looking at and searching for optimal Hilbert Spaces in which to solve particular differential equations. (4).
After finishing his doctoral work, Mahavier began his career as an Assistant Professor of Mathematics at Nicholls State University. He was tenured and promoted to Associate Professor before accepting a position as an Associate Professor of Mathematics at Lamar University. From there Mahavier became a Professor of Mathematics at Lamar University in 2010 (3). Continuing his work on the Moore Method, Mahavier “has taught pure Moore method courses in analysis, calculus, discrete mathematics, topology and trigonometry. He has mentored more than a dozen faculty members, each of whom implemented the Moore method for the first time under his direction. Mahavier has delivered a dozen invited addresses on aspects of the method including implementation, administrative hurdles, and material development” (1). He had his co-authored book The Moore Method: A Pathway to Learner-Centered Instruction published in 2009. From 1996 to 2014 Mahavier was been a Board Member and the co-founder of MathNerds.org (3). This website was set up to give helpful instruction to over 250,000 students working on math problems without giving them the answer. In Moore Method form, the site is designed to guide students in their own learning of how to solve problems. Continuing his research, Mahavier has continued to search for “efficient algorithms to solve ODE’s” in order to model real world problems. While at Lamar, Mahavier also served as the Faculty Advisor for the Math Club for ten years (4).
Mahavier having accomplished so much is proud of more than just his work at institutions. A frequent escape for him to get away from the stress of work is to his sailboat. He spent many years restoring a sailboat until it was destroyed by Hurricane Ike (5). After losing all that time he spent restoring his old boat, his newest one, Aftermath, is getting a lot more time at sea. Mahavier said he has gotten a lot of mathematical work done on his boat as he calls it “a much more pleasant place to work than an office” (4). Mahavier also said that restoring and sailing is often “an escape to let the mind wander to less stressful ideas” (4). His passion for sailing has influenced Mahavier to become the Faculty advisor for the Sailing Club at Lamar University. Not only does Mahavier work on boats, but he has also restored and done all of the mechanical work to his cars and motorcycles. Mahavier, a father, is also very proud of his children. Caroline, Mahavier’s sixteen year old daughter is already in college. Austin, Mahavier’s twelve year old son, recently helped win first place in the nation in an online Math League Team Competition (4, 3).
Dr. W. Ted Mahavier is an extremely interesting individual who has had a marvelous career. He is a teacher that cares very deeply for the learning of his students. He is a college, masters, and Ph.D. Graduate. His work has influenced the way many students learn as well as the way many professors teach. Mahavier has always been a person that will not run from a challenge, but rather face it head first. The reason that he went into mathematics was “because it challenged [him]. [His] passion for it comes from how amazing it is when you do figure something out completely!” (4). Dr. W. Ted Mahavier is a man who loves his family, who loves his students, who loves teaching, who loves mathematics, and who loves challenges.
Written by Daniel Van Groningen
Bibliography
[1] "About
Ted." The Legacy of R.L. Moore. Lamar University, 3 Mar. 2012. Web.
http://legacyrlmoore.org/mahavier/wtm/pages/ted.html
[2] Mahavier, W. Ted. "A Gentle Discovery
Method." College Teaching 45.4 (1997): 132. Academic Search
Complete. Web.
[3] Mahavier, W.
Ted. "Curriculum Vitae." Lamar University, Web. http://www.jiblm.org/mahavier/pages/resume.pdf
[4] Mahavier, W.
Ted. "Mathematical Biography Paper." Message to the author (Email
Interview).
[5] Mahavier, W.
Ted. "My (non-mathematical) Life." Lamar University, Web. http://www.jiblm.org/mahavier/pages/personal.html
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