On Wed, Jul 2, 2014 at 8:53 AM, Joe Niederberger <email@example.com> wrote:
> R Hansen says: > >A musical student can appreciate Beethoven as soon as they can count, > even sooner some might say. > > Aah! Now I see, you are using "appreciate" in the usual casual sense, not > the deeper kind of appreciation I'm talking about. That's why I brought up > the Afro-Cuban music. Its deeper than one might think at first, and unless > one grows up with it, you have to do some work to get to that deeper level. > There's plenty of other music that would be inaccessible to a typical 3rd > grader. > > Do people "grow up with math"? Well, yes. In my life I had people around > me that were constantly pointing out the mathematical aspects of life and > the world. I didn't learn calculus in grade school, but I already knew what > it was generally about, the types of problems it help solve, etc. > > > Cheers, > Joe N >
I'm still interested in why the math curricula, in the USA at least, tend to bar anything even quasi-historical as required reading, e.g. that book about Descartes' secret notebook I was mentioning.  Or that math book you and I were mentioning. 
In literature we have to read 'Catcher in the Rye' or whatever, but apparently in mathematics it's forbidden to read books of prose. They have to be books of exercises, exclusively.
Robert's ideal 25-75% ratio of recog:recall is not obeyed as 0% of the reading is assigned trade books or videos like 'Beautiful Mind' or whatever. What about Mario Livio's book on phi?  Why not in geometry class? Doesn't happen.
Somehow we've gotten ourselves in this mode where math pedagogy has been purged of "big picture" connect-the-dots thinking more than most.
Is it because math nerds, more than most, are expected to be compliant good doobies who leave the "big picture" to their managers and bosses?
Just solve this problem and shut up already?
Could a mathematician ever be president? Probably Garfield came closest?
Why, with all this technology, do so many math videos have some stuffy chalk 'n talk thing going on, when computer graphics provide so many opportunities for engaging animations?
Why has all the joy and imagination been sucked out of math teaching?
It seems deliberate.
Who's behind this conspiracy? Education Mafia? Core Standards? NCTM?
I don't think it's a matter of placing blame. I think it's mostly the inertia of unexamined assumptions.