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Re: CL # 4, Some comments
Posted:
Nov 10, 1996 11:53 PM


Ralph A. Raimi wrote: >... An example of a mathematical question is the > narrower: "True or false? If (x,y) is (3,5) then 3x5y=1." > Educators are quite right to want to include more than > mathematical questions in mathematics classes, but my narrower definition > is intended to call attention to the fact that in mathematics there is no > uncertainty or valid difference of opinion (at the school math level), > and that what looks like something to be negotiated is mathematics it is > really the social surrounding of the mathematics proper that admits of > such uncertainty or multivaluedness. For example, I would not want > students to learn in one place that pi is 3.14 and in another that it is > an irrational number, and that the truth about pi is something contingent > on circumstance. This is, alas, the kind of thing that gets conveyed by > some forms of instruction. It should be made plain that the use of 3.14 > is driven by extramathematical considerations as well as mathematical > ones, and it is these extramathematical considerations that children > striving to model a reallife situation are entitled to argue and negotiate. floor at some time in the debate.
True or false? If a quadrilateral is a parallelogram, then it is a trapezoid.
True or false? The equation x^2  2x + 1 has two roots.
True or false? Two distinct lines in the same plane intersect at one and only one point.
 Howard L. Hansen Southeastern Jr./Sr. High School Bowen, IL http://www.ECNet.Net/users/mfhlh/wiu/index.htm "Good mathematics is not how many answers you know, but how you behave when you don't know the answer."



