Author Archives: epgoldenberg

Reflecting on mathematics as the art of giving the same name to different things (Part 2): Averages finite and continuous

Posted on October 5, 2020 by epgoldenberg

by Bill Rosenthal, Queens, NY; Whitney Johnson, Morgan State University; Daniel Chazan, University of Maryland The July 15 blog post by Dan Chazan and two colleagues referred to Poincaré’s enigmatic remark: “Mathematics is the art of giving the same name … Continue reading →

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Pedagogical implications of Mathematics as the art of giving the same name to different things

Posted on July 15, 2020 by epgoldenberg

by Daniel Chazan, University of Maryland; William Viviani, University of Maryland; Kayla White, Paint Branch High School and University of Maryland In 2012, 100 years after Henri Poincare’s death, the magazine for the members of the Dutch Royal Mathematical Society … Continue reading →

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A Geometric Approach to Functions

Posted on June 15, 2020 by epgoldenberg

by Karen Hollebrands, Allison McCulloch, Daniel Scher, and Scott Steketee Fostering an understanding and appreciation of the deep, beautiful threads that unite seemingly disparate areas of mathematics is among the most valuable outcomes of teaching. Two such areas that are … Continue reading →

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Pre-Service Mathematics for Elementary (and Secondary) Teachers: a third essential element

Posted on September 16, 2019 by epgoldenberg

by Paul Goldenberg and Al Cuoco Content is essential; so are strategies and craft for teaching; but there’s more. It’s often said that “many elementary teachers don’t really know the content; the content they ‘know’ they don’t really understand; often … Continue reading →

Posted in Classroom Practices, Mathematics teacher preparation | Tagged | 2 Comments

Interactive Images—Pictures for the Mind’s Eye

Posted on March 18, 2019 by epgoldenberg

By Judah L. Schwartz, Harvard University a step in the direction of enhancing mathematical insight for teachers and the students they teach What is the real value of interactive manipulable mathematics software? Many educators see value in hands-on learning. To … Continue reading →

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A Physicist’s Lament

Posted on December 1, 2018 by epgoldenberg

By Judah L. Schwartz, Harvard University From whence this blog Nearly twenty years ago Paul Lockhart wrote a brilliant essay, A Mathematician’s Lament[1], on the parlous state of mathematics education. In it, Lockhart laments that mathematics education does not celebrate … Continue reading →

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Ideas under construction: children saying what they know

Posted on September 2, 2018 by epgoldenberg

Alli entered kindergarten quite skilled at mental addition and proud of her skill. Subtraction followed quickly. Near the end of her kindergarten year, Alli bounced into class and said that her father had taught her about negative numbers. To assure … Continue reading →

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