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Articles 1 - 10 of 10
Full-Text Articles in Education
Fourth Voices Conference On Teaching Stem With Song, Lawrence M. Lesser
Fourth Voices Conference On Teaching Stem With Song, Lawrence M. Lesser
Journal of Humanistic Mathematics
The fourth VOICES (Virtual Ongoing Interdisciplinary Collaborations on Educating with Song) conference will be held September 26, 2021, with its Sunday date especially targeting those whose teaching schedule precludes attendance on a weekday. This online-only conference explores the use of song to teach STEM content at the college or secondary school level and will include reviewed interactive sessions, video-posters, and discussions of interest to both practitioners and researchers.
Can We Science The Poop, Too?, Nat Banting
Can We Science The Poop, Too?, Nat Banting
Journal of Humanistic Mathematics
This article describes how an innocuous question from a primary schooler taught me to pay attention to the dynamic meaning making activities of children—particularly, those of my young daughter. Through this lens, I examine how the verb-based world of children might compel us to think differently about the largely nominalized project of schooling and, more specifically, about the craft of teaching mathematics.
The Math Games Seminar: A Mathematical Learning Community, Anthony Delegge, Ellen Ziliak
The Math Games Seminar: A Mathematical Learning Community, Anthony Delegge, Ellen Ziliak
Journal of Humanistic Mathematics
Learning communities can be an effective means of engaging university students across disciplines. Games have always been a source of both enjoyment and interesting mathematics. Based on our own interest in games, and the deep, strategic discussions we found ourselves having with students when we played games with them, we decided to design a learning community around the mathematics of games. We hoped in particular that such a community could be a great pathway to introducing mathematical thinking to students not majoring in mathematics, and that they would gain a greater appreciation for our field. In this paper, we describe …
An Interdisciplinary Rendezvous Between Mathematics And Literature: Reflections On Beauty As A Perspective In Comparative Disciplinary Didactics And A Thematic Approach To Interdisciplinary Work In Upper Secondary School, Uffe Thomas Jankvist, Helle Rørbech, Jesper Bremholm
An Interdisciplinary Rendezvous Between Mathematics And Literature: Reflections On Beauty As A Perspective In Comparative Disciplinary Didactics And A Thematic Approach To Interdisciplinary Work In Upper Secondary School, Uffe Thomas Jankvist, Helle Rørbech, Jesper Bremholm
Journal of Humanistic Mathematics
In this paper we propose a thematic focus on aesthetics in the context of an interdisciplinary collaboration between mathematics and literature (Language Arts) as a way to further students’ reflections on and deeper understanding of what characterizes the two subjects. Furthermore, we argue that approaching aesthetics through the perspective of literacy can potentially strengthen students’ understanding of ways of thinking particular to specific (academic) disciplines; ways of thinking that are otherwise often hidden when teaching focuses on more pragmatic aspects. G. H. Hardy’s A Mathematician’s Apology from 1940 serves as the recurring illustrative example in our discussions of the pedagogical …
“You Will Remain Unwavering In Your Determination To Succeed No Matter How Long It Takes”: A Mathematico-Emotional Analysis Of A Guide To Higher Learning, Kathleen M. Clark, Oksana M. Rubis
“You Will Remain Unwavering In Your Determination To Succeed No Matter How Long It Takes”: A Mathematico-Emotional Analysis Of A Guide To Higher Learning, Kathleen M. Clark, Oksana M. Rubis
Journal of Humanistic Mathematics
In this article we present an analysis of the multi-fold artist’s book, A Guide to Higher Learning (Chen, 2009). In our analysis, we propose different perspectives from which to view the mathematical and philosophical aspects found within the book. We explore aspects of “higher learning” by analyzing the complex mathematical equations and textual elements that readers meet in the book. Chen challenges the reader with: “This is a test. You will not be given any assistance or instructions on how to proceed. You will not be told when to begin or when to stop” (Chen, 2009). Thus, in our exploration …
Response To Steven Colbert: Spicing Up The Exposition Of Differential Equations Via Engaging With Relevant History Of Algebra, Isaac Elishakoff
Response To Steven Colbert: Spicing Up The Exposition Of Differential Equations Via Engaging With Relevant History Of Algebra, Isaac Elishakoff
Journal of Humanistic Mathematics
This paper deals with some problems that can be incorporated in the exposition of ordinary differential equations in courses on Differential Equations and System Dynamics or Intermediate Strength of Materials, with a view to promote more interest and excitement by the attendees, both students and lecturers.
Using Mathematical Equations To Communicate And Think About Karma, Kien H. Lim, Christopher Yakes
Using Mathematical Equations To Communicate And Think About Karma, Kien H. Lim, Christopher Yakes
Journal of Humanistic Mathematics
Two equations are presented in this article to communicate a particular understanding of karma. The first equation relates future experiences to past and present actions. Although the equation uses variables and mathematical symbols such as the integral sign and summation symbol, it reads more like a literal translation of an English sentence. Based on the key idea in the first equation, a second equation is then created to highlight the viability of using math to communicate concepts that are not readily quantifiable. Analyzing such equations can stimulate thinking, enhance understanding of spiritual concepts, raise issues, and uncover tensions between our …
Real-World Modelling To Increase Mathematical Creativity, Robert Weinhandl, Zsolt Lavicza
Real-World Modelling To Increase Mathematical Creativity, Robert Weinhandl, Zsolt Lavicza
Journal of Humanistic Mathematics
Modelling could be characterised as one of the core activities in mathematics education. However, when learning and teaching mathematics, mathematical modelling is mostly used to apply and deepen mathematical knowledge and competencies. Our educational study aims to explore how mathematical modelling, using real objects and high-quality mathematical technologies, could be utilised to acquire mathematical knowledge and competencies, and how learners could creatively use their existing knowledge. To discover the potential of mathematical modelling using real objects and high-quality mathematical technologies to acquire mathematical knowledge and competencies, and to stimulate learners' creativity, first, we combined cognitive and creative spirals and mathematical …
Peer Motivation: Getting Through Math Together, Jessica Mean, Wes Maciejewski
Peer Motivation: Getting Through Math Together, Jessica Mean, Wes Maciejewski
Journal of Humanistic Mathematics
Students have a complex relationship with mathematics. Some love it, but more often than not, the feelings are less favorable. These feelings can lead to decreased motivation which makes it difficult for students to engage with the subject as the semester progresses. Instructors also have difficulty addressing this waning motivation. In this paper, we claim peers are better able to connect with the students and this can be leveraged to better motivate students. We present an approach to having peers motivate their students. These peer interactions integrated with a mandatory mathematics course might improve students’ motivation.
Raise The (Proportion) Bar!, Michael Waters
Raise The (Proportion) Bar!, Michael Waters
Journal of Humanistic Mathematics
This article, drawing mainly on references to teacher preparation textbooks, proposes proportion bars as a somewhat novel graphical approach to solving simple (direct) proportion problems and to illustrate the advantages of such an approach, which include accessibility with materials at early grade levels, allowance of students to better develop number sense and estimation, facilitation of setting up proportions, allowance for conceptual understanding and motivation of the procedure for solving direct proportions, assistance with part-to-part and part-to whole comparisons, and drawing of connections among mathematical topics. The emphasis is on teaching with understanding, rather than procedural knowledge.