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all you (maths) ideologues unite

The Christmas season is now at a full blast on, and with it the call for singing all in tune with each other. I am looking forward to it – my neighbours and I will, for a little tradition that is worth three or so years – meet in my cosy little house and enjoy the mince pies, mulled wine, and the few ours of messing about with the Christmas carols. I hope John from down the street will volunteer to play the piano again, otherwise it will have to be me, in which case the said mess of finding the tune will be considerably greater.

Which brings me to the other different messes or messi or the one great mess that mathematics education sometimes is. It’s hard isn’t it, to think of something so pure and beautifully clear as circles and cubes and number 3 or 5 or some such, and consider it messy in any way. If you ask, as philosophers would, what is actually a circle, or a cube, or 3 or 5, you may be forgiven as long as you pose such question in an adult company or pose it purely rhetorically.

But if you were a teacher would you ask the 11 or 12 year old such a question? I did. I still do if I find some 11 or 12 year olds, or even a 5 year old. Just recently for example, not only did my 5 year old (clever Kitty) engage with me in a discussion about the nature of number 5, but was, the next day, able to tell me that after she thought about our conversation some more, she discovered she could count in zillions:

1 zillion, 2 zillions, 3 zillions, 4 zillions, 5…

I found that pretty impressive. But then again, it didn’t surprise me really, as I learnt that the greatest surprise of all in our culture, is how little we value the intellects of children. For some reason, we seem to put all the emphasis and value on the experience, the accumulated knowledge, and maturity. Could actually one tell when the supposed peak of wisdom occurs? 11, 12, 22, 27? I dare you. And then I double dare you to test it in practice.

Likewise, we seem to be quite precise to identify where exactly is maths learnt best. It must be something with the method. So why don’t we take the method and run?! We’ll surely make some progress, like the Chinese or Singaporeans or Finns have done.

Well we are not alone, with that kind of thinking, and those kinds of ideas…

But as the film shows you, unless you are actually a criminal it’s going to be very difficult to behave like one. You need to have the mindset, the language, the spelling, and the behaviour of a criminal to actually do criminal stuff, to take the money and run.

So let’s not try to be something we are not: in maths education or in any other way. To learn from others is fine, but to become someone you are not is kind of Frankensteinean in the worst sense, or Woody Alleny in the best. (Although I have issues with both.) And we don’t actually need the money, neither to take nor to run with it.

So my pearl of wisdom while preparing for the festive season is this: to sing in tune is fine as long as it is enjoyable and it comes naturally to you and your friends. But equally, we need to let kids to think on their own and mess about a bit. Forget the ideologies, get them some mathematical gems and mathematical mince pies of kinds to nourish their young brains and intellects, and they’ll find their own songs in time.

Next time: just before Christmas, I’ll show you how start counting the presents you’ll give to your loved ones over the 12 days!  

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the blogs begin with hello world. Hello it is, from math-mama, version who-knows-which, to bring you the news and opinions from the world of mathematics in the media, culture, and education.

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the pieces here represent views and opinions purely of my own. I do the Collingwood’s re-enactment only occasionally,  only when I am certain of the authenticity of the thoughts that come across me, or that I have come across.

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