That's a great question! One that requires thought and thought and more thought. As we discussed in class, our view of mathematics will be constantly evolving. Every experience we have that involves mathematics (or any subject for that matter) will effect our perspective. Each course, each school, each class, each principle, and each student will have an effect on the way we think- and thank goodness! Without encountering different view points and opinions, our minds would never grow.
So, specifically about math: a mere few weeks have passed since the beginning of this course and already I can see a shift in my thinking patterns. At first, when I thought about math, I thought about the math classes of my past which involved teacher introductions, teacher demonstrations, class practice and independent practise- which was being instructed to do worksheets with countless monotonous problems. Looking back, I remember that whichever students enjoyed math were the students that came up with the right answer. So, these patterns contributed to my perspective on mathematics- Math is a series of processes and formulated strategies that are known to work, students follow the lead of the teacher until they can do as the teacher has taught and reach the answer.
After reading the Van De Walle text and attending classes, I have changed some of these perspectives. Although it is difficult to shift my way of thinking, I realize that math is not all about getting the right answers.I have learned that it is important to encourage my students to try what they think will work and then evaluate, criticize and explain their answer in order to determine if the answer makes sense. I have also come to realize that there is more to teaching math than instructing strategies that work and giving practice work to students. Instead of teaching them how to do it, I can teach my students how to experiment with math and how to find out what they need to do. Most of all, I have come to realize that math is about making sense. Problems must be solved in a way that is logical and that can be explained, without this, the science of math is flawed.
Might mathematics be a humanity?
Well, I just called math a science (due to what I've learned from the Van de Walle text)... so can it be both?
I think that humans play a large role in mathematics and the way is it understood and taught. But is it a humanity like philosophy, art or literature? I can't decide! Philosophy, art and literature seem to be subjects revolving around human creation (of thought, or artwork and of writing) but is math created by humans or does it exist and is discovered by humans? Hmm, Ill have to put more thought into that one..definitely a question that will get your mind churning.
Coming back to this question as promised:
ReplyDeleteAfter contemplation, I have decided that Mathematics is not a humanity. Humanities are subjects that are studied in relation to the human condition. Mathematics is a science of pattern and logistics while humanities are studies of humans and their patterns. While they are similar, I can not deem Mathematics humanity status.
Teaching mathematics on the other hand, could very well be a humanity. A teacher must study and think carefully about how their student's learn and interpret mathematics in order to be a successful educator. By analyzing the way students use and understand mathematics, they are essentially studying human learning conditions. Therefore, mathematics education, I would say, can definitely find a home in the domain of the humanities.