R. Buckmire, C. Eaton, Joseph E. Hibdon, Jr., Katherine M. Kinnaird, Drew Lewis, Jessica M. Libertini, Omayra Ortega, Rachel Roca, Andr'es R. Vindas-Mel'endez
{"title":"On Definitions of \"Mathematician\"","authors":"R. Buckmire, C. Eaton, Joseph E. Hibdon, Jr., Katherine M. Kinnaird, Drew Lewis, Jessica M. Libertini, Omayra Ortega, Rachel Roca, Andr'es R. Vindas-Mel'endez","doi":"10.5642/jhummath.zruz1463","DOIUrl":"https://doi.org/10.5642/jhummath.zruz1463","url":null,"abstract":"The definition of who is or what makes a ``mathematician\"is an important and urgent issue to be addressed in the mathematics community. Too often, a narrower definition of who is considered a mathematician (and what is considered mathematics) is used to exclude people from the discipline -- both explicitly and implicitly. However, using a narrow definition of a mathematician allows us to examine and challenge systemic barriers that exist in certain spaces of the community. This paper explores and illuminates tensions between narrow and broad definitions and how they can be used to promote both inclusion and exclusion simultaneously. In this article, we present a framework of definitions based on identity, function, and qualification and exploring several different meanings of ``mathematician\". By interrogating various definitions, we highlight their risks and opportunities, with an emphasis on implications for broadening and/or narrowing participation of underrepresented groups.","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48818366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Locked in Functions: A Short Poem for Robert Langlands","authors":"Virgilio A. Rivas","doi":"10.5642/jhummath.xpse6991","DOIUrl":"https://doi.org/10.5642/jhummath.xpse6991","url":null,"abstract":"","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42003745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Anneli Lax: They Think, Therefore We Are","authors":"E. A. Marchisotto","doi":"10.5642/jhummath.becb4427","DOIUrl":"https://doi.org/10.5642/jhummath.becb4427","url":null,"abstract":"Synopsis Anneli Lax (1922–1999) was my mentor and thesis advisor at New York University in the late 1980s. I was fortunate to be included among her circle of friends and collaborators in the ensuing years. Dr. Lax made important contributions to mathematics and mathematics education. This article describes her pioneering work in promoting good exposition of elementary mathematics in support of mathematics and its pedagogy. The design and implementation of her views illustrate her indefatigable spirit and impressive work ethic for causes she championed.","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44135678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Mathematics After COVID: A Conversation not a Discussion","authors":"W. Forbes, Joyce Mgombelo","doi":"10.5642/jhummath.kogv7900","DOIUrl":"https://doi.org/10.5642/jhummath.kogv7900","url":null,"abstract":"Inspired by Brent Davis' conceptualization of listening and conversation in his book Teaching Mathematics: Toward a Sound Alternative, we propose how we as a mathematics education community may move forward by continuing in the conversation that emerged from COVID. We encourage all involved to listen rather than assume a discussion-oriented stance. Using an enactivist lens, we look at the pandemic learning space, give an overview of the education conversa-tion that emerged in Ontario, and offer a way to rethink Mathematics Education within the frame of a conversation. We believe that if mathematics education is to engage learners in a meaningful way, sustaining the progress made in math-ematics education, all stakeholders should embrace the changing context of our network within the environment and interact through listening.","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42964216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Astor Place Barber","authors":"","doi":"10.5642/jhummath.cxug6663","DOIUrl":"https://doi.org/10.5642/jhummath.cxug6663","url":null,"abstract":"","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43565603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Use and Development of Mathematics Within Creative Literature","authors":"T. Peres","doi":"10.5642/jhummath.jbxg7428","DOIUrl":"https://doi.org/10.5642/jhummath.jbxg7428","url":null,"abstract":"Synopsis This paper presents a study on the extent to which creative literature been used as a vessel to carry forward the development of mathematical thought. The role of mathematics as a driving force for literature is highlighted","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43629690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Human-Machine Collaboration in the Teaching of Proof","authors":"G. Hanna, B. Larvor, Xiaoheng Yan","doi":"10.5642/jhummath.azev3747","DOIUrl":"https://doi.org/10.5642/jhummath.azev3747","url":null,"abstract":"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 still 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 students have to learn its command language, in addition to mathematics course content and elementary logic.","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44825960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Roles of Mathematical Metaphors and Gestures in the Understanding of Abstract Mathematical Concepts","authors":"Omid Khatin-Zadeh, Z. Eskandari, Danyal Farsani","doi":"10.5642/jhummath.bzxw2115","DOIUrl":"https://doi.org/10.5642/jhummath.bzxw2115","url":null,"abstract":"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 per-ceivable 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 we may view it as a kind of mathematical metaphor, in the sense that a certain representation of a mathematical problem is described in terms of a visual representation of that problem. Furthermore, since a graphical representation is visual, it can be depicted by gestures. Therefore, visual and motor systems can be actively employed to process a given problem and find a solution for it. In this way, mathematical metaphor offers us a way to employ a wider range of cognitive resources to understand mathematics.","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42079526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Where Do Babies Come From?","authors":"Marcio Luis Ferreira Nascimento","doi":"10.5642/jhummath.tjax3296","DOIUrl":"https://doi.org/10.5642/jhummath.tjax3296","url":null,"abstract":"","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44840311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
