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Topic: Is logic part of mathematics - or is mathematics part of logic?
Replies: 10   Last Post: Jul 9, 2013 4:09 AM

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GS Chandy

Posts: 8,307
From: Hyderabad, Mumbai/Bangalore, India
Registered: 9/29/05
Re: Is logic part of mathematics - or is mathematics part of logic?
Posted: Jul 8, 2013 2:19 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply

Responding to Clyde Greeno's post of Jul 8, 2013 6:39 AM (Dr Greeno's post is pasted below my signature for reference):

As noted earlier, I am 'broadly in agreement' with most of your approach. I've checked out your web-pages:

- -- "The American Institute for the Improvement of
MAthematics LEarning and Instruction" (
- -- "The Tulsa-OK Mathematical Literacy Project" (
- -- "The (MACS) Project for Teaching and Learning
Mathematics As Common Sense" (

A couple of links did not work (they are, I believe, under development).

OK - as noted above, I 'agree broadly' with your approach, the underlying philosophy. I am NOT giving my full and unconditional agreement till I am more convinced that you are ACTUALLY doing/able to do what you're promising).

Are you in a position to guide, say, a student who wishes
"To understand, thoroughly, all topics of my math syllabus, and THEREBY to improve, very significantly, my results in my math exams, tests, quizzes" ??

Are you in a position to help, practically, a teacher who wishes "to become a 'first-rate' math teacher" (based on his/her current abilities as a teacher) -- Can you help him/her to put together an action plan for this Mission??

Are you in a position to help, say, a group of 'stakeholders' in US education (i.e. including students; teachers; parents; administrators; politicians; others) who wish "To improve, very significantly' the US public school system" ???

I am not able to see, from your web-pages just how you would help the respective stakeholder(s) noted above to accomplish any of the above-noted aims.

If I am mistaken, please accept my apologies - but do let me know just how you would accomplish any or all of the above - and do please have these potentialities reflected in your web-pages.


Clyde Greeno posted Jul 8, 2013 6:39 AM:
> Apologies to GSC for not including a response to his
> thoughts about students
> " ... constructing models showing how (one's) own
> characteristics (can be)
> hindering (one's) learning of math - and by enabling
> (one) to construct a
> realistic action plan...."
> In all areas of personal endeavor, respons-able
> self-management is a major
> key for avoiding being victimized by ineffective
> habits and by
> "circumstances" ... including being enrolled in some
> particular curricular
> course that fails to make the content
> common-sensible. Mathematics
> educators have badly neglected the students' needs
> for effective instruction
> in HOW TO LEARN mathematics. [I cannot say that
> educators "have failed" in
> that area, because they rarely try!] That kind of
> know-how consists partly
> of *mathematical methods* that math majors gradually
> begin to acquire.
> Aside from those, the self-management of
> learning-factors is of clinical
> interest, but not yet of concern to leaders of the
> industry. That kind of
> enlightenment awaits a highly visible demonstration
> that education in that
> area makes important and significant differences.
> The ground is fertile,
> but the crop won't "sell" until the market clamors
> for it.
> The case that Chandy cites is of interest because it
> appear to lie within
> the same arena that enshrouds most American students,
> and that so protects
> the industrial traditions. "The curriculum presents
> you with a challenge.
> Re-shape your thinking and your modes of operation so
> that you can get the
> best results possible ... under those circumstances."
> [The student is
> thereby led to stay within that curriculum's "box"
> while trying to learn
> the mathematics ... rather than to get "outside the
> box" to better see the
> mathematics, itself.]
> One commonplace "realistic action plan" is to acquire
> the services of a
> tutor who can empower you to better execute the
> [box-prescribed]
> performances on which you will be "tested" ...
> whether or not the tutor
> actually can get outside the box, to disclose and
> impart the
> common-sensibility of the underlying mathematics.
> How great it will be when the first step in the
> student's "realistic action
> plan" can be to "click here" to learn the
> common-sensibility of each
> troublesome topic. There presently is no such
> 'MACS-ipedia." But the MALEI
> Clinic's Tulsa-OK Mathematical Literacy Project
> initiative aims to produce
> such a resource. One "sampler" is on
> To find your own niche within that initiative,
> contact the
> Cordially,
> Clyde
> - --------------------------------------------------
> From: "GS Chandy" <>
> Sent: Sunday, July 07, 2013 1:20 PM
> To: <>
> Subject: Re: Is logic part of mathematics - or is
> mathematics part of logic?

> > Further my post (dt. Jul 7, 2013 1:01 PM:
> >
> > A: The link to a document referred in that post was

> inadvertently left out
> > there.
> >
> > The document's title: "Mental Models: a gentle

> guide..."
> > The omitted link is as follows:
> >
> >
> > My regrets for having left this out earlier.
> >
> > B: 'Mental models are crucial background to develop

> an adequate and usable
> > understanding of the 'Warfield approach to 'systems
> (and the 'One Page
> > Management System [OPMS]).
> >
> > GSC

Message was edited by: GS Chandy

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