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Topic: The New War Against Ed Schools
Replies: 18   Last Post: Dec 2, 2009 11:17 AM

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kirby urner

Posts: 3,690
Registered: 11/29/05
Re: The New War Against Ed Schools
Posted: Dec 2, 2009 11:17 AM
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On Wed, Dec 2, 2009 at 12:35 AM, Haim <> wrote:
> Robert Hansen Posted: Dec 1, 2009 8:11 PM

<< snip >>

>   At any rate, whether he realizes it or not, whether he intends it or not, and certainly with no malice aforethought, Kirby is trying to repeal the Renaissance and to erase two thousand years of intellectual development in the mathematical sciences.  Other than that, it's a great program.
>   By the way, most of fuzzy math is essentially trying to do the same thing, though in a considerably less charming manner.
> Haim
> Keep The Change

That's some interesting creative writing Haim, nice flow to it etc.
You actually do some work in my defense which I appreciate in that you
say (a) I'm perhaps only an unconscious pawn of the occult, so
shouldn't be blamed for the evil intents of my controllers and (b) I'm
also charming, at least compared to the fuzzy math guys, which means
you think I'm not fuzzy, and coming from you, that's a real

However I think you're only talking about Neolithic Math (NM), the one
where we look at what ancient cultures -- don't have to be Stone Age
(NM is a catch-all, a mnemonic) -- have been up to with whatever math
jazz (numerology etc.), and yes, there've been elements of divination
(e.g. the I Ching), not my doing, can't take credit, not planning to
go too deeply into specific economic forecasting models either, which
amounts to the same thing (per Casino Math (CM): to analyze a practice
e.g. card playing, is not necessarily to endorse betting on horses or
other gambling practice).

The polyhedra have never left mathematics so to accuse me of trying to
bring them back is a little bit funny (also flattering -- what a cool
thing to be for). Also funny is casting them as anti-Renaissance
whereas the truncated icosahedron (to take an apropos example --
soccer ball, fullerene, hexapent) is so quintessentially Leonardo da
Vinci in flavor, and he's the paradigm "Renaissance Man". [1]

I think you have an uphill battle trying to paint me as a necromancer
just because I'm serious about CAD, micro-architecture,
nanotechnology, just like the rest of the Silicon Forest (my economic
context, not New York). These are spatial geometry topics, require
that Z axis, fluency with the polyhedra (not just Platonics) and their
lattices (rhombic dodecahedron's especially).

Coming off those tiny calculator screens, moving to a computer
projector (under teacher control, sharing the glory), demands
exploring our full heritage as past masters of high arts. A surge of
interest in polyhedra is a consequence of having open source ray
tracers like POV-Ray, and OpenGL. Technology is setting the pace and
we're seeking to adapt, because that's what survival is all about
(adapting, coping -- agreeing with Hansen here).

Stuffing these shapes in the back of a 10th grade geometry book is not
the best strategy in 2010 (hasn't been for awhile). Completely
ignoring this so-called concentric hierarchy [2] is probably not what
they're doing in Korea, so should we be doing that here? Answer: no,
we're on the ball, paying attention, at least in Portland, where we
have aspirations to stay a Pacific Rim player, attract companies based
on our having a skilled, computer literate population.

What I'm seeking to incorporate are mathematical findings already
circled by H.S.M. Coxeter as mathematically important e.g. the
generating expression for cuboctahedral numbers (1, 12, 42, 92...). I
often turn to a source dedicated to the guy (I'm talking about perhaps
the greatest 20th century geometer) and I use Guido van Rossum's
Python generator syntax to implement these and other sequences in ways
more eomployable on the job than you'll get with the calculator.
Those are two standard pieces of Martian Math (MM).

These are intelligent and conservative moves and the elite private
schools are secretly on board with it, or even overtly in some cases.

All that remains is to continue with the DM pilots, documenting
successes, while consolidating our victories in cyberspace (in the
form of lesson plans or whatever the teachers and students see fit to
contribute -- more Youtubes etc.). Students take note that no one is
saying I've made errors. The computations around the A,B and T
modules are rock solid. You've got turtle graphics for making the
plane nets, turtle graphics (not new) a great on-ramp to an "objects
first" approach to learning programming (somewhat newer, what they're
doing in Vienna). Again, we're talking state of the art, like no
wonder Oregon is a technological leader, a world class pioneer.


(more of a literary approach, painting my bridges to the humanities,
maybe the kind of occult stuff you worry about (?) but really just
continuing a proud lineage -- people do that ya know)

(probably what's *really* bothering ya -- not what you learned as a
kid so can't be that important, the usual reflex in the face of
innovation, but as a matter of fact time has this arrow and humans
learn new tricks, including pedagogical ones).

- --
>>> from mars import math

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