habits of mind an organizing principle for mathematics curriculum and instruction
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Habits of Mind: An organizing principle for mathematics curriculum and instruction Michelle Manes Department of Mathematics Brown University [email protected] • Position paper by Al Cuoco, E. Paul Goldenberg, and June Mark.

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habits of mind an organizing principle for mathematics curriculum and instruction

Habits of Mind: An organizing principle for mathematics curriculum and instruction

Michelle Manes

Department of Mathematics

Brown University

[email protected]

slide2
• Position paper by Al Cuoco, E. Paul Goldenberg, and June Mark.

• Published in the Journal of Mathematical Behavior, volume 15, (1996).

• Full text available online at

http://www.sciencedirect.com

Search for the title “Habits of Mind: An Organizing Principle for Mathematics Curricula.”

traditional courses
Traditional courses
  • mechanisms for communicating established results
traditional courses8
Traditional courses
  • mechanisms for communicating established results
  • give students a bag of facts
traditional courses9
Traditional courses
  • mechanisms for communicating established results
  • give students a bag of facts
  • reform means replacing one set of established results by another
traditional courses10
Traditional courses
  • mechanisms for communicating established results
  • give students a bag of facts
  • reform means replacing one set of established results by another
  • learn properties, apply the properties, move on
goals
Goals
  • Train large numbers of university mathematicians.
goals15
Goals
  • Train large numbers of university mathematicians.
goals16
Goals
  • Help students learn and adopt some of the ways that mathematicians think about problems.
goals17
Goals
  • Help students learn and adopt some of the ways that mathematicians think about problems.
  • Let students in on the process of creating, inventing, conjecturing, and experimenting.
curricula should encourage19
Curricula should encourage
  • false starts
  • experiments
curricula should encourage20
Curricula should encourage
  • false starts
  • experiments
  • calculations
curricula should encourage21
Curricula should encourage
  • false starts
  • experiments
  • calculations
  • special cases
curricula should encourage22
Curricula should encourage
  • false starts
  • experiments
  • calculations
  • special cases
  • using lemmas
curricula should encourage23
Curricula should encourage
  • false starts
  • experiments
  • calculations
  • special cases
  • using lemmas
  • looking for logical connections
what students say about their mathematics courses
What students say about their mathematics courses
  • It’s about triangles.
  • It’s about solving equations.
  • It’s about doing percent.
what we want students to say about mathematics
What we want students to say about mathematics

It’s about ways of solving problems.

what we want students to say about mathematics28
What we want students to say about mathematics

It’s about ways of solving problems.

(Not: It’s about the five steps for

solving a problem!)

students should be inventors47
Students should be inventors.

Alice offers to sell Bob her iPod for $100. Bob offers $50. Alice comes down to $75, to which Bob offers $62.50. They continue haggling like this. How much will Bob pay for the iPod?

students should be visualizers51
Students should be visualizers.

How many windows are in your house?

categories of visualization
Categories of visualization
  • reasoning about subsets of 2D or 3D space
  • visualizing data
  • visualizing relationships
  • visualizing processes
  • reasoning by continuity
  • visualizing calculations
slide54
Inspi

to inspi :side :angle :increment

forward :side

right :angle

inspi :side (:angle + :increment) :increment

end

slide58
Two incorrect conjectures
  • If :angle + :increment = 6, there are two pods
slide59
Two incorrect conjectures
  • If :angle + :increment = 6, there are two pods
  • If :increment = 1, there are two pods
mathematicians talk big and think small63
Mathematicians talk big and think small.

“You can’t map three dimensions into two with a matrix unless things get scrunched.”

mathematicians talk small and think big65
Mathematicians talk small and think big.

Ever notice that a sum of two squares times a sum of two squares is also a sum of two squares?

mathematicians talk small and think big66
Mathematicians talk small and think big.

This can be explained with Gaussian integers.

mathematicians mix deduction and experiment
Mathematicians mix deduction and experiment.
  • Experimental evidence is not enough.
slide69
Are there integer solutions to this equation?

Yes, but you probably won’t find them experimentally.

mathematicians mix deduction and experiment70
Mathematicians mix deduction and experiment.
  • Experimental evidence is not enough.
  • The proof of a statement suggests new theorems.
mathematicians mix deduction and experiment71
Mathematicians mix deduction and experiment.
  • Experimental evidence is not enough.
  • The proof of a statement suggests new theorems.
  • Proof is what sets mathematics apart from other disciplines. In a sense, it is the mathematical habit of mind.
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