Creativity-Based Mathematical Instruction 2

2021 ◽  
pp. 97-117
Author(s):  
Scott A. Chamberlin ◽  
Eric L. Mann
Keyword(s):  
Mathematical Instruction

Actors in the changes of ICMI: Heinrich Behnke and Hans Freudenthal

2020 ◽  
pp. 247-260
Author(s):  
Fulvia Furinghetti ◽  
Livia Giacardi ◽  
Marta Menghini
Keyword(s):  
Mathematics Education ◽  
International Commission ◽  
Academic Field ◽  
Mathematical Instruction ◽  
The Past ◽  
Institutional Aspects ◽  
The Relationship

The years after WWII up to the late 1960s were crucial in the evolution of ICMI (International Commission on Mathematical Instruction) for both the settlement of some institutional aspects (mainly concerning the relationship with mathematicians) and the establishment of new trends of the activities. By referring to unpublished documents, this paper focuses on the role of two key figures in those years: Heinrich Behnke and Hans Freudenthal. As ICMI Secretary and later as President, Behnke tried to reshape the newborn ICMI after WWII and clarify the relationship with mathematicians. His action was completed by Freudenthal, who, as ICMI President, broke with the past and promoted initiatives that fostered the development of mathematics education as an academic field and the independence of ICMI from the community of mathematicians. Keywords: history, ICMI, mathematicians, mathematics education

Sparking interest in the mathematics classroom

1970 ◽  
Vol 17 (3) ◽  
pp. 239-242
Author(s):  
Donald L. Bradfield
Keyword(s):  
Mathematics Classroom ◽  
Entertainment Media ◽  
Mathematical Instruction

From the glamorous stars of the entertainment world come the clues for sparking interest in the mathematics classroom. Basically, these stars make use of three kinds of entertainment—comedy. mystery, and drama. Through proper use of these methods of entertainment, the mathematics classroom can come alive with diversions and excitement. The intent of this article is to illustrate how to spark interest in the mathematics classroom by utilizing types of recreational mathematics that are categorized under three entertainment media headings. Suggestions will be made as to how to assimilate each type into a regular program of mathematical instruction.

The Contribution of Mathematics to General Education

1940 ◽  
Vol 33 (1) ◽  
pp. 3-9
Author(s):  
E. R. Hedrick
Keyword(s):  
General Education ◽  
Subject Matter ◽  
Transfer Of Training ◽  
Traditional Methods ◽  
Mathematical Instruction ◽  
General Improvement ◽  
Teaching Of Mathematics

While I shall speak on the contribution to general education of mathematics, I have no intention of defending or glorifying all of the practices of past or present mathematical instruction. I myself have criticized sharply some of the traditional methods and some of the traditional subject- matter of mathematical courses in all grades of mathematical instruction, and I have pointed out the fallacies which lurk in claims for general improvement in logical power or in ability to think which have been made by some enthusiastic teachers of mathematics. More particularly, I have insisted that the teaching of mathematics for so-called mental discipline is not supported by sound psychological investigation. Indeed, I have pointed out that transfer of training even within the boundaries of mathematics itself is limited in its scope.

Recreational Mathematics

1950 ◽  
Vol 43 (6) ◽  
pp. 290-291
Author(s):  
Aaron Bakst
Keyword(s):  
Mathematics Teacher ◽  
Classroom Teacher ◽  
The Other ◽  
Mathematical Instruction ◽  
Other Hand ◽  
Points Of View ◽  
Mathematical Operations ◽  
Interest And Motivation ◽  
Mathematical Literature

This is the beginning of a new department in The Mathematics Teacher. This department has a purpose. Its aim is to assist the classroom teacher in putting color and life in everyday teaching. There are many ways and means how this might be achieved. Generally, recreations are supposed to introduce elements of interest and motivation. On the other hand, recreations, as they have been known in the mathematical literature for centuries, have been centered around the puzzling and the play with mathematical operations. This may be interesting, but only for a while. Soon the interest in such things may wear off. This acts as a warning that we should not become too enthusiastic over such types of recreations. If we teach mathematics from such recreational points of view only, we may obscure the more important aims of the mathematical instruction.

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