Pub Date : 2000-04-01DOI: 10.5642/HMNJ.200001.22.10
Natasha Keith, Sandra Z. Keith
{"title":"Book Review: Women in Mathematics by Claudia Henrion","authors":"Natasha Keith, Sandra Z. Keith","doi":"10.5642/HMNJ.200001.22.10","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.22.10","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"364 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132697731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-04-01DOI: 10.5642/HMNJ.200001.22.03
Dorothy Buerk
I want us to think about what our students hear, which is often not what we are trying to convey. I think we can all believe that things go on in our students' heads that we don't understand and that we need to pay more attention to. I suspect that more than one of you has put a problem on a test that lots of students have answered incorrectly and you've said, " How could they mess that up? " I hope that this paper will give you some clues about why they " messed that up. " More importantly, I want to encourage you (and me) to listen more carefully to what our students do say. The " active listening " in this paper involves listening on OUR parts. What are some messages that our students hear? We say, " This won't be on the exam. " They hear, " This is not important. " We say, " You will need this concept next year. " They hear, " I don't need to learn this concept this year. " We say, " We want you to use algorithms quickly and automatically. " They hear, " Mathematics does not require thought. " We give timed tests. They hear, " Mathematics must be done quickly. " They, therefore, will not struggle with problems that they cannot complete quickly. We give them lots of exercises with no words. They hear, " Mathematics is not a language of communication , only computation. " We don't give partial credit. They hear, " The mathematics is the final result, not the process. Mathematics is either all right or all wrong; there is no middle ground. " ONE MODE OF REASONING To begin to understand more deeply what our students hear, I want to think about mathematics, and about one suggested style of reasoning that people might use in mathematics. • Gets right to solution in a structured, algorithrmic way, stripping away any context. • Uses a mode of thinking that is abstract and formal. • Geared to arriving at an objectively fair or just solution upon which all rational persons can agree. • Employs a legal elaboration of rules and fair procedures. • Confident to judge. • Is analytic. How does this reasoning style relate to mathematics? Think for a moment about this reasoning style. Does it describe mathematics for you? Do you think it …
{"title":"What We Say, What Our Students Hear: A Case for Active Listening","authors":"Dorothy Buerk","doi":"10.5642/HMNJ.200001.22.03","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.22.03","url":null,"abstract":"I want us to think about what our students hear, which is often not what we are trying to convey. I think we can all believe that things go on in our students' heads that we don't understand and that we need to pay more attention to. I suspect that more than one of you has put a problem on a test that lots of students have answered incorrectly and you've said, \" How could they mess that up? \" I hope that this paper will give you some clues about why they \" messed that up. \" More importantly, I want to encourage you (and me) to listen more carefully to what our students do say. The \" active listening \" in this paper involves listening on OUR parts. What are some messages that our students hear? We say, \" This won't be on the exam. \" They hear, \" This is not important. \" We say, \" You will need this concept next year. \" They hear, \" I don't need to learn this concept this year. \" We say, \" We want you to use algorithms quickly and automatically. \" They hear, \" Mathematics does not require thought. \" We give timed tests. They hear, \" Mathematics must be done quickly. \" They, therefore, will not struggle with problems that they cannot complete quickly. We give them lots of exercises with no words. They hear, \" Mathematics is not a language of communication , only computation. \" We don't give partial credit. They hear, \" The mathematics is the final result, not the process. Mathematics is either all right or all wrong; there is no middle ground. \" ONE MODE OF REASONING To begin to understand more deeply what our students hear, I want to think about mathematics, and about one suggested style of reasoning that people might use in mathematics. • Gets right to solution in a structured, algorithrmic way, stripping away any context. • Uses a mode of thinking that is abstract and formal. • Geared to arriving at an objectively fair or just solution upon which all rational persons can agree. • Employs a legal elaboration of rules and fair procedures. • Confident to judge. • Is analytic. How does this reasoning style relate to mathematics? Think for a moment about this reasoning style. Does it describe mathematics for you? Do you think it …","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131951222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2000-04-01DOI: 10.5642/HMNJ.200001.22.14
Theodore Panitz
{"title":"Operationalizing Interactive Learning Paradigms Through Cooperative Learning Activities 100% of the Time in Math Classes","authors":"Theodore Panitz","doi":"10.5642/HMNJ.200001.22.14","DOIUrl":"https://doi.org/10.5642/HMNJ.200001.22.14","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126476329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-12-01DOI: 10.5642/HMNJ.199901.21.13
K. M. Shannon
At the Humanistic Mathematics Sessions at the Mathematics Association of America meetings in Orlando in January 1996 I presented an outline of the approach I planned to take in introducing Calculus into a Liberal Arts Mathematics course. I followed that plan of action in four classes in spring and summer 1996. This paper is a report on the success of this endeavor containing some of the essays written by students in the spring courses.
{"title":"Calculus for the Liberal Arts: A Humanistic Approach","authors":"K. M. Shannon","doi":"10.5642/HMNJ.199901.21.13","DOIUrl":"https://doi.org/10.5642/HMNJ.199901.21.13","url":null,"abstract":"At the Humanistic Mathematics Sessions at the Mathematics Association of America meetings in Orlando in January 1996 I presented an outline of the approach I planned to take in introducing Calculus into a Liberal Arts Mathematics course. I followed that plan of action in four classes in spring and summer 1996. This paper is a report on the success of this endeavor containing some of the essays written by students in the spring courses.","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127421424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-12-01DOI: 10.5642/HMNJ.199901.21.07
Stephen L. Sproule
{"title":"What Else Do We Forget to Tell Our Teachers?: A Response to Dancis","authors":"Stephen L. Sproule","doi":"10.5642/HMNJ.199901.21.07","DOIUrl":"https://doi.org/10.5642/HMNJ.199901.21.07","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121970042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-12-01DOI: 10.5642/HMNJ.199901.21.14
Sandra Z. Keith
{"title":"Ode to Mathematics","authors":"Sandra Z. Keith","doi":"10.5642/HMNJ.199901.21.14","DOIUrl":"https://doi.org/10.5642/HMNJ.199901.21.14","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124031978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-12-01DOI: 10.5642/HMNJ.199901.21.18
B. Fleishman
{"title":"Book Review: A Tour of the Calculus by David Berlinski","authors":"B. Fleishman","doi":"10.5642/HMNJ.199901.21.18","DOIUrl":"https://doi.org/10.5642/HMNJ.199901.21.18","url":null,"abstract":"","PeriodicalId":176215,"journal":{"name":"Humanistic Mathematics Network Journal","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1999-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125834804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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