Mathematics Commons^™

The Human Face Of Mathematics: Reuben Hersh (1927-2020) In Memoriam, Elena Anne Corie Marchisotto

Journal of Humanistic Mathematics

Reuben Hersh (1927-2020) celebrated mathematics as a human endeavor, historically evolved and intelligible only in a social context. It is therefore appropriate to remember him in the Journal of Humanistic Mathematics. There have been many tributes to Reuben, which commemorate his life and impressive mathematical and philosophical achievements. This memoriam to Reuben instead focuses on showing how his humanistic philosophy was so indicative of the person he was.

“All Of These Political Questions”: Anticommunism, Racism, And The Origin Of The Notices Of The American Mathematical Society, Michael J. Barany

Journal of Humanistic Mathematics

A recent controversy involving the Notices of the American Mathematical Society and questions of politics, racism, and the appropriate role of a professional mathematical organization began with a comparison to events the American Mathematical Society confronted in 1950. A close look at the AMS’s own archives for that period shows that the controversies that vexed the society around 1950 do indeed resonate strongly with those of today, but not in the ways recently suggested. Then, as now, the AMS confronted allegations of political and viewpoint discrimination in universities, the challenges of structural racism in American education and society, and the …

Pattern Blocks Art, Gunhan Caglayan

Journal of Humanistic Mathematics

Pattern blocks are versatile manipulatives facilitating connections that can be made among various strands of mathematics such as number sense, algebra, geometry and measurement, spatial reasoning, probability and trigonometry. This note focuses on an artistic interpretation of the pattern blocks with primary focus on convex polygons made with pattern blocks, and describes five mathematically rich activities using them.

Three Creativity-Fostering Projects Implemented In A Statistics Class, Margaret Adams

Journal of Humanistic Mathematics

Undergraduates in an introductory statistics class at a rural Southeastern college were assigned three creativity-fostering projects: statistics vocabulary crossword puzzle, word wall, and graffiti art poster. Given math anxiety, fear of failure, and lack of enthusiasm, it seemed imperative to spark interest and involvement. Rhodes 4P’s model (1961) served as the framework for this intrinsic case study involving 62 students. Independent thinking and research, peer collaboration, and use of art supplies within this model (person, press, process and product) generated remarkable learning outcomes. Grading rubrics focused on originality, quality and statistics content. Projects were classified into three qualitative categories ranging …

Creative Assignments In Upper Level Undergraduate Courses Inspired By Mentoring Undergraduate Research Projects, Malgorzata A. Marciniak

Journal of Humanistic Mathematics

This article describes methods and approaches for incorporating creative projects in undergraduate mathematics courses for students of engineering and computer science in an urban community college. The topics and the grading rubrics of the projects go way beyond standard homework questions and contain elements of finding own project, incorporating historical background, inventing own questions and exercises, or demonstrating experiments to illustrate some aspects of the project. After analyzing challenges and outcomes of these projects, I identified several skills which help students be successful, including the skills of creativity. These skills are writing, oral presentation, math skills, and collaboration skills. I …

Using Departmental Publications To Foster Student Creativity In Mathematics, Zohreh Shahbazi, Parker Glynn-Adey

Journal of Humanistic Mathematics

This paper discusses the design and implementation of mathematical departmental publications. We argue that these publications foster students’ creativity and written communication skills.

Got Books? A Story Of Creative Mathematics Children's Book Writing, Maria G. Fung, Pamela Hollander

Journal of Humanistic Mathematics

In this report, we describe a joint project between a mathematics content course and literacy methods course for pre-service elementary teachers that resulted in our students writing children's mathematically themed books. Out report then focuses first on the creative process of combining mathematical knowledge and ideas for teaching with the craft of writing for children, and second on the creative connection between mathematics and literacy education at the elementary school level.

What Would The Nautilus Say? Unleashing Creativity In Mathematics!, Megan E. Selbach-Allen, Cathy A. Williams, Jo Boaler

Journal of Humanistic Mathematics

While the nautilus shell is often represented in popular culture as an example of a golden spiral, according to many mathematicians it is not. In this paper we examine multiple arguments for and against considering the nautilus as a “golden” spiral and offer a semi-structured task that is accessible to middle school students and beyond to begin their own investigation. Our hope is that asking, what would the nautilus say, can serve as a starting point for children and adults alike to push against the walls we so often draw around mathematical questions and begin to see where their creativity …

Tactivities: Fostering Creativity Through Tactile Learning Activities, Angie Hodge-Zickerman, Eric Stade, Cindy S. York, Janice Rech

Journal of Humanistic Mathematics

As mathematics teachers, we hope our students will approach problems with a spirit of creativity. One way to both model and encourage this spirit – and, at the same time, to keep ourselves from getting bored – is through creative approaches to problem design. In this paper, we discuss ``TACTivities'' – mathematical activities with a tactile component – as a creative outlet for those of us who teach mathematics, and as a resource for stimulating creative thinking in our students. We use examples, such as our ``derivative fridge magnets'' TACTivity, to illustrate the main ideas. We emphasize that TACTivities can …

Going Beyond Promoting: Preparing Students To Creatively Solve Future Problems, Kristin M. Arney, Kayla K. Blyman, Jennifer D. Cepeda, Scott A. Lynch, Michael J. Prokos, Scott Warnke

Journal of Humanistic Mathematics

While we cannot know what problems the future will bring, we can be almost certain that solving them will require creativity. In this article we describe how our course, a first-year undergraduate mathematics course, supports creative problem solving. Creative problem solving cannot be learned through a single experience, so we provide our students with a blend of experiences. We discuss how the course structure enables creative problem solving through class instruction, during class activities, during out of class assessments, and during in class assessments. We believe this course structure increases student comfort with solving open-ended and ill-defined problems similar to …

Fostering Student Discovery And Conjecture In Multivariable Calculus, Aaron Wangberg

Journal of Humanistic Mathematics

Who owns the mathematical ideas in the undergraduate classroom? A traditional mathematics classroom and curriculum imposes several barriers that prevent students from discovering and engaging with mathematical concepts. Definitions, notations, and theorems require mastery before students can work meaningfully with the underlying mathematical concepts. Raising Calculus to the Surface utilizes a different approach by providing students multiple entry points to engage meaningfully with mathematics ideas and allows students to promote meaningful ideas and conjectures into the classroom discourse to formalize their explorations. In this paper, we describe several characteristics built into the project materials, including a rubric designed to encourage …

Inspiring Mathematical Creativity Through Juggling, Ceire Monahan, Mika Munakata, Ashwin Vaidya, Sean Gandini

Journal of Humanistic Mathematics

The goal of the Creativity in Mathematics and Science project, funded by the National Science Foundation’s [NSF’s] Improving Undergraduate STEM Educa- tion program, is to reconsider how we teach mathematics at the collegiate level. Over the last three years, we have developed interdisciplinary modules that seek to encourage students, including non-STEM majors, to see mathematics in unexpected places, make connections to their own interests and disciplines, and explore creativity in mathematics. Relying on traits of creativity such as the ability to connect ideas, be inquisitive, question norms, and have flexibility [1], we encouraged students to participate and understand mathematics in …

Innovative Induction And Mathematical Code Switching, Benjamin Dickman, Erik Nauman

Journal of Humanistic Mathematics

In the first part of this paper, we provide an example of a project designed to foster mathematical creativity among students at an independent, all-girls school in the Northeast United States. The mathematical motivator for the project is a polyomino proof by induction first formulated by Solomon Golomb. We explain how the project has been implemented over the past two years at the school’s Innovation Lab in collaborative work between a mathematics instructor and an educational technologist, provide instructions and background information to facilitate the implementation of this project at other learning sites, and show examples of student work along …

Virtual Temari: Artistically Inspired Mathematics, Carl Giuffre, Lee Stemkoski

Journal of Humanistic Mathematics

Technology can be a significant aide in understanding and appreciating geometry, beyond theoretical considerations. Both fiber art and technology have been employed as a significant aide and an inspiring vessel in education to explore geometry. The Japanese craft known as temari, or "hand-balls", combines important artistic, spiritual, and familial values, and provides one such approach to exploring geometry. Mathematically, the artwork of temari may be classified based on whether they are inspired by polyhedra and discrete patterns or by periodic functional curves. The resulting designs of these categories provide an ancient vantage for displaying spherical patterns. We illustrate a …

The Surname Impossibility Theorem, Adam Graham-Squire

Journal of Humanistic Mathematics

The Surname Impossibility Theorem offers solace to anyone who has struggled in the quagmire of choosing a surname for a child. I posit that it is impossible to find a method for giving a child a surname that satisfies the important criteria of being traditional, aesthetically pleasing, ancestor-respecting, non-sexist, gender-neutral and non-heterosexist. My mathematical approach defines what those criteria would mean and analyzes different naming systems to conclude that no method could satisfy all criteria. In the same way that Arrow's Impossibility Theorem proved that no voting method can satisfy all criteria for a fair election, I prove the impossibility …

The Emergence Of Creativity: Insights From Carnatic Raaga Improvisation And Mathematical Proof Generation, Srividhya Balaji, Sean Chorney

Journal of Humanistic Mathematics

Creativity is a broad phenomenon that scholars have interpreted in a multitude of ways. We notice that a majority of the views describe creativity as something innate. This paper aims to verge from this perspective and explore creativity in terms of the constant mutual interaction of a person and their environment. Using the theoretical framework, enactivism, and the notion of emergence, we investigate the creative processes involved in musical improvisations of south Indian classical or Carnatic music and mathematical proof generation. Interview excerpts from professional Carnatic musicians and research mathematicians on their respective creative processes during musical improvisation and proof …

Does Your Course Effectively Promote Creativity? Introducing The Mathematical Problem Solving Creativity Rubric, Kayla K. Blyman, Kristin M. Arney, Bryan Adams, Tara A. Hudson

Journal of Humanistic Mathematics

As believers in the power of blending the creative with the quantitative, we design our courses with an eye towards developing creative problem solvers. However, when it comes time to evaluate our course's success in developing creative problem solvers we come away with a plethora of qualitative evidence and yet we are left hungry for the quantitative evidence we desire as mathematicians.

In this article we describe the development of the Mathematical Problem Solving Creativity Rubric and its pilot use in a freshman-level Mathematical Modeling and Introduction to Calculus course at the United States Military Academy. We not only come …

A Study Of Problem Posing As A Means To Help Mathematics Teachers Foster Creativity, Deborah Moore-Russo, Amanda A. Simmons, Michael J.D. Tulino

Journal of Humanistic Mathematics

Research suggests that mathematical creativity often results from extended periods of mathematical activity and reflection based on the use of deep and flexible content knowledge [14, 15]. This implies that instruction can influence creativity. However, for teaching to foster creativity in mathematics, there should be purposefully designed instructional tasks. It is doubtful that routine, mechanical exercises would foster creativity. Moreover, mathematical creativity may neither be explicitly promoted, nor fully appreciated, by students when a learning space involves only problem solving, even if the problems are challenging and engaging. For students to get an authentic sense of mathematics and to develop …

Fostering Mathematical Creativity While Impacting Beliefs And Anxiety In Mathematics, James M. Fetterly

Journal of Humanistic Mathematics

This quantitative study examined the notion of mathematical creativity and its relationship to epistemological beliefs of the nature of mathematics and mathematical anxiety. A counterbalanced design was employed, randomizing a class of elementary pre-service teachers into two groups and giving a pre- and post-test to determine if significant differences exist in the participants who are exposed to problem posing, divergent thought, and invented strategies, that is, a punctuated, intentional experience with mathematical creativity. This difference in mathematical anxiety, beliefs, and creativity was also gauged using repeated measures during the study. Furthermore, beliefs and anxiety were correlated with mathematical creativity employing …

Everyday Examples In Linear Algebra: Individual And Collective Creativity, Aditya P. Adiredja, Michelle Zandieh

Journal of Humanistic Mathematics

This paper investigates creativity in students’ constructions of everyday examples about basis in Linear Algebra. We analyze semi-structured interview data with 18 students from the U.S. and Germany with diverse academic and social backgrounds. Our analysis of creativity in students’ everyday examples is organized into two parts. First, we analyze the range of students’ creative products by investigating the mathematical variability in the more commonly mentioned examples. Second, we unpack some of the collective processes in the construction of students’ examples. We examine how creativity was distributed through the interactions among the student, the interviewers, and other artifacts and ideas. …