What is classical mathematics?
by Daniel Maycock What is classical mathematics, and how is it different from regular math? It’s a good question. If you try to find the answer online, you encounter various educators suggesting that the “classical” part of “classical math” is a particular methodology–essentially some form of Socratic teaching. On the surface, this seems like a […]
Seeing is Knowing: A Lesson in Teaching from Socrates
by Daniel Maycock In Plato’s dialogue, Meno, a young man named Meno asks Socrates whether excellence (or virtue) can be taught, or whether it is acquired some other way, or whether one must be born with it. As they explore this question, the conversation soon turns to the nature of knowledge. For teachers whose job […]
6 Wrong Ways to Teach Math
by Daniel Maycock There are countless articles claiming that everything we know about math education is wrong. Everyone seems to have a pet theory, and the more radical the solution, the more attention it gets. But radical new ideas, exciting as they are, frequently come from reactionary positions, and reactionaries over-correct. Thus, I don’t expect […]
The Love that Moves
by Daniel Maycock It is an unsettling fact that motives are often invisible. In most cases, bad motives seem to accomplish the same results as good motives. Both fear and patriotism can make obedient citizens. Both pride and charity can make men philanthropists. Nevertheless, motives matter. It makes a difference whether you run over the […]
The Narrative in Numbers: Teaching the Story in Mathematics
by Daniel Maycock Everyone loves a good story. In fact, narrative is so essential to our humanity that God reveals himself to the world in a story. Art and the humanities are full of narrative elements. Symphonies and string quartets develop themes and motives to create sonic stories which include rising tension, a climax, and […]