Alcock, L. (2018).  Tilting the classroom.  London Mathematical Society Newsletter, 474, 22-27.

This article lists twelve practices I use to make my large lectures (200+ students) more interactive and therefore more engaging, without dramatically altering the delivery style.

Alcock, L., Hodds, M., Roy, S. & Inglis, M. (2015).  Investigating and improving undergraduate proof comprehension.  Notices of the American Mathematical Society, 62, 742-752.

This article gives an overview of several studies using experimental and eye-tracking methods to study mathematical reading.  The image below shows a the eye movements of a mathematician reading a mathematical argument.  Download the article to learn more.