The Art of Teaching Mathematics

On June 10–12, 2007, Harvey Mudd College hosted A Conference on the Art of Teaching Mathematics. The conference brought together approximately thirty mathematicians from the Claremont Colleges, Denison, DePauw, Furman, Middlebury, Penn State, Swarthmore, and Vassar to explore the topic of teaching as an art. Assuming there is an element of artistic creativity in teaching mathematics, in what ways does it surface and what should we be doing to develop this creativity

When not thinking leads to being and doing: Stereotype suppression and the self

Suppressing stereotypes often results in more stereotype use, an effect attributed to heightened stereotype activation. The authors report two experiments examining the consequences of suppression on two self-relevant outcomes: the active self-concept and overt behavior. Participants who suppressed stereotypes incorporated stereotypic traits into their self-concepts and demonstrated stereotype-congruent behavior compared to those who were exposed to the same stereotypes but did not suppress them. These findings address issues emerging from current theories of suppression, priming, and the active self

The Experience of Security in Mathematics

In this paper, we report some findings from an investigation of a topic related to affect and mathematics which is not well-represented in the literature. For some mathematicians, mathematics itself is a source of security in an uncertain world, and we investigated this feeling and experience in the case of 19 adult mathematicians working in universities and schools in Greece. The focus reported here is on ways that a relationship with mathematics offers a sense of permanence and stability on the one hand, and an assurance of novelty and progress on the other

Mathematically gifted and talented learners: Theory and practice

This is an Author's Accepted Manuscript of an article published in International Journal of Mathematical Education in Science and Technology, 40(2), 213-228, 2009, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/00207390802566907.There is growing recognition of the special needs of mathematically gifted learners. This article reviews policy developments and current research and theory on giftedness in mathematics. It includes a discussion of the nature of mathematical ability as well as the factors that make up giftedness in mathematics. The article is set in the context of current developments in Mathematics Education and Gifted Education in the UK and their implications for Science and Technology. It argues that early identification and appropriate provision for younger mathematically promising pupils capitalizes on an intellectual resource which could provide future mathematicans as well as specialists in Science or Technology. Drawing on a Vygotskian framework, it is suggested that the mathematically gifted require appropriate cognitive challenges as well as attitudinally and motivationally enhancing experiences. In the second half of this article we report on an initiative in which we worked with teachers to identify mathematically gifted pupils and to provide effective enrichment support for them, in a number of London Local Authorities. A number of significant issues are raised relating to the identification of mathematical talent, enrichment provision for students and teachers’ professional development

Mathematical practice, crowdsourcing, and social machines

The highest level of mathematics has traditionally been seen as a solitary endeavour, to produce a proof for review and acceptance by research peers. Mathematics is now at a remarkable inflexion point, with new technology radically extending the power and limits of individuals. Crowdsourcing pulls together diverse experts to solve problems; symbolic computation tackles huge routine calculations; and computers check proofs too long and complicated for humans to comprehend. Mathematical practice is an emerging interdisciplinary field which draws on philosophy and social science to understand how mathematics is produced. Online mathematical activity provides a novel and rich source of data for empirical investigation of mathematical practice - for example the community question answering system {\it mathoverflow} contains around 40,000 mathematical conversations, and {\it polymath} collaborations provide transcripts of the process of discovering proofs. Our preliminary investigations have demonstrated the importance of "soft" aspects such as analogy and creativity, alongside deduction and proof, in the production of mathematics, and have given us new ways to think about the roles of people and machines in creating new mathematical knowledge. We discuss further investigation of these resources and what it might reveal. Crowdsourced mathematical activity is an example of a "social machine", a new paradigm, identified by Berners-Lee, for viewing a combination of people and computers as a single problem-solving entity, and the subject of major international research endeavours. We outline a future research agenda for mathematics social machines, a combination of people, computers, and mathematical archives to create and apply mathematics, with the potential to change the way people do mathematics, and to transform the reach, pace, and impact of mathematics research.Comment: To appear, Springer LNCS, Proceedings of Conferences on Intelligent Computer Mathematics, CICM 2013, July 2013 Bath, U

The Emergence of Creativity: Insights from Carnatic Raaga Improvisation and Mathematical Proof Generation

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 generation are analyzed. This study gives a perspective to think about creativity, with an emphasis on emergence. This paper has been partly informed by self- reflections on musical improvisations and mathematical proof generation by the first author, who is a performing Carnatic vocalist and a mathematician

Galois Got his Gun

This paper appeals to the figure of \'Evariste Galois for investigating the gates between mathematics and their "publics." The figure of Galois draws some lines of/within mathematics for/from the outside of mathematics and these lines in turn sketch the silhouette of Galois as a historical figure. The present paper especially investigates the collective categories that have been used in various types of public discourses on Galois's work (e.g. equations, groups, algebra, analysis, France, Germany etc.). In a way, this paper aims at shedding light on the boundaries some individuals drew by getting Galois his gun. It is our aim to highlight the roles of authority some individuals (such as as Picard) took on in regard with the public figure of Galois as well as the roles such authorities assigned to other individuals (such as the mediating role assigned to Jordan as a mediator between Galois's "ideas" and the public). The boundary-works involved by most public references to Galois have underlying them a long-term tension between academic and public legitimacies in the definition of some models for mathematical lives (or mathematics personae