>On Wed, 19 Apr 1995 email@example.com wrote: > >> Re: Cathy Brady's "where's the math?": If surfaces and edges aren't math, >> what is? If geometric reasoning isn't math (see comment in first >> paragraph), what is? > >Somehow I don't think that's the answer that will sell someone without a >graduate degree in mathematics. > > Cathy Brady Math Specialist/Education >firstname.lastname@example.org Maryland Science Center >Opinions are my own "Beyond Numbers" exhibit >or something I overheard Baltimore's Inner Harbor
This is worrying. It means that somehow we (meaning the collective community of everyone who has taught K-16 mathematics in this country since, say, 1880) have managed to communicate that mathematics is extremely narrow. It also means that those of us in the trenches feel pressure to justify what is done in school mathematics by that narrow definition. How can we get out of this bind?
==================================== Judy Roitman, Mathematics Department Univ. of Kansas, Lawrence, KS 66049 email@example.com =====================================