Category Archives: Tentative conclusions

I went to America because I was interested in humanistic approaches to teaching mathematics – not just talking and writing about it, but practicing it – in practice (so to speak). What I found I have written about in other … Continue reading →

At Colby College, which I haven’t written about yet, I got some more answers to my question about what characterizes mathematics teaching at Liberal Arts colleges. These answers were consistent with what I had learnt before, but they also deepened … Continue reading →

When I planned this trip  I suspected that all the college visits would be different. Simply because the people I got in touch with would interpret differently what I was interested in and what questions I tried to find answers to. … Continue reading →

Sometimes details matter. Having visited so many colleges and sitting on even more classes, a pattern has become apparent to me. It’s nothing dramatic, in a way it is obvious, but still it is worth noting. And it is something … Continue reading →

Today I had a conversation with Bonnie Shulman at Bates College in Maine that clarified something that I think I understood before, but had somehow anyway mixed up in my thinking. It has to do with the relationship between Humanistic … Continue reading →

If the long-term values of a successful education in mathematics are general skills like: analytical and logical thinking, ability to abstract and see patterns, modelling and problem solving; well then perhaps it does not matter that much what parts of … Continue reading →

I’ve come to the conclusion that there might be many things in mathematics that perhaps need not be studied. But algebra is not among the topics that can be dropped. I’ve come to this conclusion by thinking about some of … Continue reading →