I'm currently writing an article about using philosophy techniques in the Maths classroom. It's certainly not something that springs to mind when one thinks of a typical maths lesson...but when you break down what it means to behave philosophically it becomes clear that some very important mathematical behaviours employed.
What do I mean by this?
Well to start with we have discussion: how many times has an idea become clearer because you talked it through with someone? It appears to me that this trait is inherently mathematical.
We also have conjecturing; a behaviour vital to mathematics. In order for us to make progress we have to trial ideas and then test them in some general space. A maths classroom seems to fit with that well.
Supporting arguments with examples comes through in such a context. If one makes a conjecture that is disagreed with it is important to back ideas up and this is done through giving specific examples.
I feel as though the list could go on. How do you feel about such a lesson? Students I have used it with have responded well but is this enough? Do you think that the behaviours demonstrated offer enough justification?
What do I mean by this?
Well to start with we have discussion: how many times has an idea become clearer because you talked it through with someone? It appears to me that this trait is inherently mathematical.
We also have conjecturing; a behaviour vital to mathematics. In order for us to make progress we have to trial ideas and then test them in some general space. A maths classroom seems to fit with that well.
Supporting arguments with examples comes through in such a context. If one makes a conjecture that is disagreed with it is important to back ideas up and this is done through giving specific examples.
I feel as though the list could go on. How do you feel about such a lesson? Students I have used it with have responded well but is this enough? Do you think that the behaviours demonstrated offer enough justification?
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