Date: Apr 19, 1995 3:54 PM
Author: roitman@oberon.math.ukans.edu
Subject: Re: 5th grade activity
>On Wed, 19 Apr 1995 roitman@oberon.math.ukans.edu 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

>cbrady@umd5.umd.edu 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

roitman@math.ukans.edu

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