Education Notes bring mathematical and educational ideas forth to the CMS readership in a manner that promotes discussion of relevant topics including research, activities, issues, and noteworthy news items. Comments, suggestions, and submissions are welcome.

John F. Grant McLoughlin, University of New Brunswick (
Kseniya Garaschuk, University of the Fraser Valley (

Many universities have already announced their plans for the winter term: the vast majority of higher education institutions will offer courses in a remote environment in the winter 2021 term. While we may continue to lament over the numerous disadvantages of online teaching and learning, we must accept that it is our reality for at least one more term. As such, we owe it to our students and our colleagues to make the best of the situation, to be flexible and open-minded in the new environment, to learn previously unfamiliar tools and technologies, to reflect on our practice and to adjust. 

Fall term is in full swing and by now we’ve all had our fair share of remote teaching experiences. Everyone seems to have invented their own recipe for synchronous and asynchronous pedagogy, but we can all agree on the following: synchronous online sessions are decisively not the same as synchronous face-to-face lectures and cannot be treated as such. Below we present to you a collective wisdom, compiled into 10 P’s. While the suggestions are general to online teaching, we have developed these suggestions with mathematics teaching in mind.

Ten Practical Principles of Prosperous Pandemic (remote) Pedagogy