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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Synesthesia: 3.1415... Orange.Whiteperiwinklewhiteblue..., Shelly Sheats Harkness, Bethany A. Noblitt, Nicole Giesbers
Synesthesia: 3.1415... Orange.Whiteperiwinklewhiteblue..., Shelly Sheats Harkness, Bethany A. Noblitt, Nicole Giesbers
Journal of Humanistic Mathematics
In this paper we address the questions: What is synesthesia? What support(s) can teachers provide for their students who have synesthesia? Nicole, a future mathematics teacher who possesses this synesthesia “superpower”, describes how it impacted her learning. We collected data for this case study through an audio-recorded and transcribed interview, as well as from subsequent email correspondence between the three authors. We asked Nicole three kinds of questions: questions she is frequently asked, questions she would like to be asked, and questions teachers (like Shelly and Beth) might ask. Results indicate that synesthesia may have helped Nicole learn English as …
“I Got You”: Centering Identities And Humanness In Collaborations Between Mathematics Educators And Mathematicians, Anne M. Marshall, Sarah Sword, Mollie Applegate, Steven Greenstein, Terrance Pendleton, Kamuela E. Yong, Michael Young, Jennifer A. Wolfe, Theodore Chao, Pamela E. Harris
“I Got You”: Centering Identities And Humanness In Collaborations Between Mathematics Educators And Mathematicians, Anne M. Marshall, Sarah Sword, Mollie Applegate, Steven Greenstein, Terrance Pendleton, Kamuela E. Yong, Michael Young, Jennifer A. Wolfe, Theodore Chao, Pamela E. Harris
Journal of Humanistic Mathematics
Existing literature widely reports on the value of collaborations between mathematicians and mathematics educators, and also how complex those collaborations can be. In this paper, we report on four collaborations that sought to address what mathematics is and who gets to do it. Drawing on the literature and from the careful and intentional work of the collaborators, we offer a framework to capture the richness of those collaborations – one that acknowledges the importance of acknowledging and welcoming the extensive personal and professional experience of each person involved in the collaboration – and a look at how collaborations built with …
Lessons From Human Experience: Teaching A Humanities Course Made Me A Better Math Teacher, Erin Griesenauer
Lessons From Human Experience: Teaching A Humanities Course Made Me A Better Math Teacher, Erin Griesenauer
Journal of Humanistic Mathematics
As a professor at a Liberal Arts college, I recently taught a General Education course called Human Experience. Far from my normal experiences in the mathematics classroom, in Human Experience I was tasked with teaching topics from the humanities, including art, philosophy, history, and political science. Teaching this course was challenging, but it was also transformative. Teaching a course so far from my background gave me the opportunity to experiment with different pedagogical techniques and to reflect on how I set up my math classes. I learned many lessons that I have brought back to my math classes—lessons that have …
Human-Machine Collaboration In The Teaching Of Proof, Gila Hanna, Brendan P. Larvor, Xiaoheng (Kitty) Yan
Human-Machine Collaboration In The Teaching Of Proof, Gila Hanna, Brendan P. Larvor, Xiaoheng (Kitty) Yan
Journal of Humanistic Mathematics
This paper argues that interactive theorem provers (ITPs) could play an important role in fostering students’ appreciation and understanding of proof and of mathematics in general. It shows that the ITP Lean has three features that mitigate existing difficulties in teaching and learning mathematical proof. One is that it requires students to identify a proof strategy at the start. The second is that it gives students instant feedback while allowing them to explore with maximum autonomy. The third is that elementary formal logic finds a natural place in the activity of creating proofs. The challenge in using Lean is that …
The Roles Of Mathematical Metaphors And Gestures In The Understanding Of Abstract Mathematical Concepts, Omid Khatin-Zadeh, Zahra Eskandari, Danyal Farsani
The Roles Of Mathematical Metaphors And Gestures In The Understanding Of Abstract Mathematical Concepts, Omid Khatin-Zadeh, Zahra Eskandari, Danyal Farsani
Journal of Humanistic Mathematics
When a new mathematical idea is presented to students in terms of abstract mathematical symbols, they may have difficulty to grasp it. This difficulty arises because abstract mathematical symbols do not directly refer to concretely perceivable objects. But, when the same content is presented in the form of a graph or a gesture that depicts that graph, it is often much easier to grasp. The process of solving a complex mathematical problem can also be facilitated with the use of a graphical representation. Transforming a mathematical problem or concept into a graphical representation is a common problem solving strategy, and …