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What is a proof? Or what constitutes a proof in a teaching context? What’s the value of proof pedagogically? Do proofs explain anything to students? These are questions that I’ve been thinking about, and I was reminded about them today … Continue reading
I’m home and today I printed out a copy of Paul Lockhart’s article “A Mathematician’s Lament” and started to read it on the bus from Borås. I got the reference from Alex Diesl at Wellesley College, he mentioned it while … Continue reading
My other road to humanistic mathematics is through language. I’ve touched on this before. But first let me say that when I use the phrase “humanistic mathematics” I don’t distinguish between “teaching mathematics humanistically” and “teaching humanistic content”. I think … Continue reading
What is mathematics about? Is there any mathematical reality, and in that case, where is it located? Such questions, I presume, are seldom discussed in the classroom. I think they should. Integrating them into courses is one of my ideas … Continue reading
So it is clear that Mathematics today can lay claim on six of the seven original Liberal Arts, at least if we allow ourselves some historical anachronisms. Because in antiquity it was only the Quadrivium that were mathematical (if I … Continue reading
Why am I here? What do I want to find out? I’ve been thinking about this post for weeks now not knowing how to approach it. One problem is that I’m no journalist. If I had been, I could just … Continue reading
I’ve been trying to understand the invisibility of mathematics. The fact that mathematics is so central to our technology, society and culture – yet goes unnoticed most of the time. I had problems deciding on a title for the post … Continue reading