Category Archives: science-math_other

Why study fractions?

I googled the question “Why study fractions?” (for reasons I describe later) and found a study (reported in Swanbrow 2012) that invites critical thinking at two levels: 1) the assumptions, evidence, and reasoning warrant scrutiny; and 2) what is it that allows researchers and policy makers to proceed as if there are no alternative interpretations to be drawn from the study?

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Internet support for finding teachers/lessons with the goal of understanding some aspect of mathematical thinking well enough to explain to others

Untested draft of method that represents
a) an extension of mathematical thinking (provisionally defined here);
b) follows the premise that no teacher would be prepared to guide every student in developing their mathematical thinking in the diverse ways that interest different people and
c) ditto in developing their life long learning to respond to changes in work, technology, commerce, and social life that continue to change our needs and capacities for mathematical thinking.
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What constitutes mathematical thinking?

What constitutes mathematical thinking?  I am teaching a course on mathematical thinking without defining the term for the students or myself.  I want a working definition to arise from the explorations we undertake during the course. Continue reading