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[Feb. 16th, 2009|01:18 pm] |
Max Dehn. The Mentality of the Mathematician. January 18, 1928. via ![[info]](http://lj.rossia.org/img/userinfo-lj.gif) sowa@lj
Mathematics is the only instructional material that can be presented in an entirely undogmatic way. That is why instruction in mathematics has played a prominent role in institutions of higher learning since antiquity. Taught properly, mathematics enables the student to think clearly and independently within the limits of his aptitude. He can certainly take complete responsibility for his mathematical work.
Well, this is not how math is being taught in the vast majority of schools. Opposite to Dehn's recommendation, it is imposed on students in brutally dogmatic ways. By far, the dominant approach is training first, education second. The "properliness" of math education heavily depends on the teacher. Math itself, unless picked up voluntarily or presented by an inspiring individual, will not teach somebody to think clearly or independently. |
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I think that even if imposed, math can still teach kids reasoning and structure, which I guess is the beginning of "clear thinking".
Maybe. The impact could be even stronger if kids were taught math as a useful tool, with plenty of examples from different tech/science/life domains, rather than a standalone subject. Here's A Mathematician's Lament by Paul Lokhart that talks to this point: http://www.maa.org/devlin/LockhartsLament.pdf | |
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