A Reflection on some aspects of Mathematics
and Mathematics Education
Juan Antonio García Cruz
Departamento de Análisis Matemático
Universidad de La Laguna, España
Proceedings of ICME-10 – Topic Study Group 2
New Developments and Trends in Secondary Mathematis Education
Copenhagen, Denmark July 2004
2
A Reflection on some aspects of Mathematics
and Mathematics Education
Juan Antonio García Cruz
Departamento de Análisis Matemático
Universidad de La Laguna, España
(jagcruz@ull.es)
The main concern of these reflections is the way mathematics and mathematics
education is reported in the media and the mathematics classroom practice.
1 Introduction
This paper is a personal reflection and therefore some information about my professional
background would be appropriate. I got my graduate degree in Mathematics in 1975. I was a
teacher of mathematics at secondary school for 10 years and for the last 15 years I have been
working at the University of La Laguna as lecture of mathematics and its didactic. From 1985
to 1995 I was advisor to the secondary school mathematics reform for the Local Educational
Authority in the Canary Islands. Now I am Profesor Titular (something like associate
professor) of Mathematics Education in a Mathematical Department (Análisis Matemático) a
quite unusual situation even for Spanish standards.
Over the last decades many proposals about new mathematical content have been set forth. One
of the most important is the NCTM Standards (1989 and 2000 versions). Standards has put
together many new and innovative proposals for teaching mathematics at the school level. In
my own country, Spain, a reform was launched in the late eighties that shared many goals with
the NCTM Standards. We have found there the Problem Solving approach, the focus on
Modelling and Communications skills among the most innovative and with an intended
potential to modify classroom practices.
2 The 2004 Abel Prize (Communicating Mathematics)
Last March 26th I woke up in the morning with the press heading:
El País (M. Ruiz de Elvira): "
The Norwegian Academy of Science and Letters has awarded
authors of one of the great landmarks of twentieth century mathematics with the Abel Price for
2004
. In another place highlighted within the text: The index theorem is a proof for the
impossibility of a situations described in an etching of M.C. Escher (Ascending and
Descending)
".
The Abel Prize is intended to give the mathematicians their own equivalent of a Nobel Prize.
That morning while browsing internet pages for Abel Prize I found these excerpts:
ABC News in Science (H. Catchpole): “Index theory wins top maths prize. The maths used to
understand how fast your coffee cools has been recognised in maths' most prestigious prize”.
Nature Science updated (M. Peplow): "Maths 'Nobel' awarded. Pair get prize for formula that
counts solutions to problems. Singer and Atiyah won half a million pounds for their work".
But what is Singer and Atiyah theorem about?
3
A response to that question is found at the Abel Prize web page. There Professor J. Rognes
from University of Oslo wrote a wonderful paper intended to be read for a wider audience:
On
Atiyah-Singer Index Theorem.
Index Theorem:
Let P(f) = 0 be a system of differential equations.
Then analytical index(P) = topological index(P)
Let’s have a look at some paragraphs of Professor Rognes explanation:
Modern applications of mathematics usually start out with a mathematical model for a part of
reality, and such a model is almost always described by a system of differential equations. To
make use of the model one seeks the solutions to this system of differential equations, but these
can be almost impossible to find. The new insight of Atiyah and Singer was that it is much
easier to answer how many solutions there are. And the answer is expressed in terms of the
shape of the region where the model takes place.
When you face a difficult problem try to solve another more simple and related. So instead of
finding the solutions of the differential equations we must seek for how many there are. But an
unexpected result is the format of the answer: we get not a number but a solution expressed in
terms of a geometrical shape. That is quite unusual for our students.
A simple analogue can be looked at triangles and quadrangles in the plane. It can be
complicated to find the angles in the corners of some of these figures, but sometimes, before
Euclid, someone realised that the sum of the angles in all the corners is always 180 degrees for
a triangle, and 360 degrees for a quadrangle. The answer to this question is thus easily given,
and depends only on the shape of the figure, namely whether it has three or four vertices.
To get insight into the Index Theorem an analogy with an elementary geometry property is
used by Professor Rognes. I think this is a very good example of Mathematics Communication,
Connecting mathematics, using Analogy to understand a difficult problem (a strategy within
Polya's Problem Solving approach). In a few words, this is a good example of many of the
curriculum proposal from the last twenty years reforms brought together to explain an
important mathematical result. And last but not least it is a good example of a high quality
collaborative work among mathematicians.
All these aspects are not highlighted by the press headings. Otherwise they display the pure
anecdotal aspects of the news. Other times the news is worst as it happened when the TIMSS
results were released in 1997. Most of the press's heading were: Who's on the top? And nearly
all newspapers published the nations' ranking on math highlighting the most competitive
aspect. I strongly think that this kind of anecdotal news does not help much to modify the
social image of mathematics as a school subject. That social perception of mathematics has
much to do with mathematics classroom practice.
3 Mathematics classroom practice (Mathematics Education)
Let’s have a look at the actual impact of the reform on classroom practice and we shall try to
identify some factors which hindered it.
In Spain, as in many western countries, a new curriculum and a great effort on teacher's
development has been implemented from the late eighties. However that effort has not
succeeded as expected in changing the current mathematics classroom practices.
How can we describe the current mathematics classroom practice?
4
There is a general agreement that traditional mathematics school practice is still dominated by
rote learning and drill and skill methods. In spite of the efforts made at the time the new reform
was implemented, efforts in new curriculum and teacher's professional development, it seems
that the existing and traditional practice is too difficult to overcome. I think that one of the
main reasons is the current exam system.
The role played by final examinations
The current exam system is an important condition for succeeding in any reform. In Spain at
the end of secondary education the students have to pass an exam needed for entering the
university. The mathematical component of this exam is still focused in the most algebraic and
routing aspect of the mathematical knowledge and it has also time limit and has only a paper
and pencil format.
When the new curriculum was introduced, many of the secondary school teachers perceived
that these ideas were good but they could not change mathematics classroom practice alone.
The classroom practice will not be improved merely by setting the new curriculum content and
procedures. Many teachers raised the important question: is the current exam system going to
change?
Minor aspects of the current exam system were changed by the authorities so the main
objective of teachers is to prepare students to obtain good marks in the final secondary
education exam.
Technology
It is a common issue that technology has been said to change the nature of mathematics
education but the regular integration of technology in classroom teaching is still quite rare.
As factors that affect a productive future integration of technology in mathematics education
and thus could modify and improve classroom practices, infrastructure arrangements, adequate
research, curriculum development and teacher training are stated (P. Drijvers, these
proceedings). I would also add the teacher's beliefs as an important factor which will affect the
future of the relationship between information technologies and mathematics education.
The question is: How can information technologies help to change mathematics teacher's
beliefs?
PISA and other international comparative studies
It has been said somewhere (see Turner, these proceedings) that PISA is an international
comparative study that has the potential to influence secondary mathematics education policy
and practice. It is the very second of those purposes, i.e., practice that would be my concern.
For practice I mean classroom practice. That is not only what kind of mathematics students
encounter within the classroom but also what students are expected to do and what the teacher's
role is, i.e., how they help students to develop their mathematical concept and procedures.
TIMSS is more focused on assessing curricular content while the main purpose of PISA is to
assess students' abilities to make use of the knowledge and skills they have developed and
accumulated over their time at school in order to solve problems that are largely of a practical
kind. PISA and TIMSS seems to me as highly complementary. In that way we would say that
while TIMSS assesses what pieces of curricular knowledge are lasting after a long period of
time at school, PISA assesses how that knowledge is used to handle situations and challenges
of day-to-day life.
5
PISA levels describing mathematical literacy could influence secondary mathematics policies
but while keeping in a paper-and-pencil base for assess I can hardly see how it could influence
and modify classroom practices.
4 Conclusion
If we want to improve classroom practice by modifying the current practice I strongly think
that we have to change attitudes and beliefs. We have to change teacher’s attitudes and beliefs
and also the way mathematics practice is perceived in our society. So we need to devise and
strategy to modify attitudes and beliefs that are widely shared in society.
References
Drijvers, P. (2004).
The integration of technology in secondary mathematics education: Future
trend or utopia?
(in this volume)
National Council of Teachers of Mathematics. (1989).
Curriculum and Evaluation Standars for
School Mathematics.
Reston. Virginia.
National Council of Teachers of Mathematics. (2000).
Principles and Standars for School
Mathematics.
Reston. Virginia.
Turner, R. (2004). PISA and Secondary Mathematics Education. (in this volume)
The Index Theorem
Scientists describe the world by measuring quantities and forces that vary over time and space. The rules of nature are often expressed by formulas, called differential equations, involving their rates of change. Such formulas may have an "index," the number of solutions of the formulas minus the number of restrictions that they impose on the values of the quantities being computed. The Atiyah-Singer index theorem calculated this number in terms of the geometry of the surrounding space.A simple case is illustrated by a famous paradoxical etching of M.C. Escher, "Ascending and Descending," where the people, going uphill all the time, still manage to circle the castle courtyard. The index theorem would have told them this was impossible.
The Atiyah-Singer index theorem was the culmination and crowning achievement of a more than 100-year-old development of ideas, from Stokes's theorem, which students learn in calculus classes, to sophisticated modern theories like Hodge's theory of harmonic integrals.
MIT professor shares international prize for mathematics
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MIT Institute Professor Isadore M. Singer shares the 2004 Abel Prize for the discovery and proof of a theorem that is one of the great landmarks of 20th-century mathematics.
The Abel, which has been likened to the Nobel Prize, but for mathematics, was announced by the Norwegian Academy of Science and Letters this morning. The prize was awarded for the first time in 2003.
Singer and Sir Michael Francis Atiyah of the University of Edinburgh will receive the prize from King Harald of Norway on May 25. They will share $875,000 "for their discovery and proof of the index theorem, bringing together topology, geometry and analysis, and their outstanding role in building new bridges between mathematics and theoretical physics," the academy said in its announcement.
The two are also being honored for being instrumental in repairing a rift between the worlds of pure mathematics and theoretical particle physics, initiating a cross-fertilization that has been one of the most exciting developments in recent decades.
"I am delighted to win this prize with Sir Michael," said Singer. "The work we did broke barriers between different branches of mathematics and that's probably its most important aspect. It has also had serious applications in theoretical physics. But most of all I appreciate the attention mathematics will be getting. It's well-deserved because mathematics is so basic to science and engineering.
"I've been at MIT on and off for most of 50 years, and the support MIT has given me has been very special and important in my own research. MIT is an enabling institution that allows people to do ' their thing' very well."
According to Professor David A. Vogan, head of MIT's Department of Mathematics, "Isadore Singer has been the very best kind of intellectual leader, in every way imaginable -- from doing great mathematics himself, to teaching undergraduates, to bringing great mathematicians to MIT.
Vogan describes how when he came to MIT as a graduate student in 1974, "almost the first class that I took was from Isadore Singer. The first lecture was delivered by Atiyah. That lecture was over my head, but close enough to admire."
"After listening to Singer for the rest of the semester, I began to understand a little. Thirty years later I'm still listening, still blown away, but more admiring all the time," said Vogan.
A simple case is illustrated by a famous paradoxical etching of M.C. Escher, "Ascending and Descending," where the people, going uphill all the time, still manage to circle the castle courtyard. The index theorem would have told them this was impossible.
The Atiyah-Singer index theorem was the culmination and crowning achievement of a more than 100-year-old development of ideas, from Stokes's theorem, which students learn in calculus classes, to sophisticated modern theories like Hodge's theory of harmonic integrals.
The problem solved by the Atiyah-Singer theorem is truly ubiquitous. In the 40 years since its discovery, the theorem has had innumerable applications, first within mathematics and then, beginning in the late 1970's, in theoretical physics: gauge theory, monopoles, string theory, and the theory of anomalies, among others.
At first, the applications in physics came as a complete surprise to both the mathematics and physics communities. Now the index theorem has become an integral part of their cultures. Atiyah and Singer, together and individually, have been tireless in their attempts to explain the insights of physicists to mathematicians. At the same time, they brought modern differential geometry and analysis as it applies to quantum field theory to the attention of physicists, and suggested new directions within physics itself.
Atiyah and Singer came originally from different fields of mathematics--Atiyah from algebraic geometry and topology, Singer from analysis. Their main contributions in their respective areas are also highly recognized.
Singer is a member of the American Academy of Art and Sciences, the American Philosophical Society and the National Academy of Sciences (NAS). He served on the Council of NAS, the Governing Board of the National Research Council, and the White House Science Council. Singer was vice president of the American Mathematical Society (AMS) from 1970-72.
In 1992 he received the AMS's Award for Distinguished Public Service. The citation recognized his "outstanding contribution to his profession, to science more broadly and to the public good."
Among the other awards he has received are the Bôcher Prize (1969) and the Steele Prize for Lifetime Achievement (2000), both from the AMS, the Eugene Wigner Medal (1988), and the National Medal of Science (1983).
When Singer was awarded the Steele Prize, his response, published in the Notices of the AMS, was: "For me the classroom is an important counterpart to research. I enjoy teaching undergraduates at all levels, and I have a host of graduate students, many of whom have ended up teaching me more than I have taught them."
Singer and his wife, Rosemarie, live in Boxborough, Mass.
The Abel, which has been likened to the Nobel Prize, but for mathematics, was announced by the Norwegian Academy of Science and Letters this morning. The prize was awarded for the first time in 2003.
Singer and Sir Michael Francis Atiyah of the University of Edinburgh will receive the prize from King Harald of Norway on May 25. They will share $875,000 "for their discovery and proof of the index theorem, bringing together topology, geometry and analysis, and their outstanding role in building new bridges between mathematics and theoretical physics," the academy said in its announcement.
The two are also being honored for being instrumental in repairing a rift between the worlds of pure mathematics and theoretical particle physics, initiating a cross-fertilization that has been one of the most exciting developments in recent decades.
"I am delighted to win this prize with Sir Michael," said Singer. "The work we did broke barriers between different branches of mathematics and that's probably its most important aspect. It has also had serious applications in theoretical physics. But most of all I appreciate the attention mathematics will be getting. It's well-deserved because mathematics is so basic to science and engineering.
"I've been at MIT on and off for most of 50 years, and the support MIT has given me has been very special and important in my own research. MIT is an enabling institution that allows people to do ' their thing' very well."
According to Professor David A. Vogan, head of MIT's Department of Mathematics, "Isadore Singer has been the very best kind of intellectual leader, in every way imaginable -- from doing great mathematics himself, to teaching undergraduates, to bringing great mathematicians to MIT.
Vogan describes how when he came to MIT as a graduate student in 1974, "almost the first class that I took was from Isadore Singer. The first lecture was delivered by Atiyah. That lecture was over my head, but close enough to admire."
"After listening to Singer for the rest of the semester, I began to understand a little. Thirty years later I'm still listening, still blown away, but more admiring all the time," said Vogan.
The Index Theorem
Scientists describe the world by measuring quantities and forces that vary over time and space. The rules of nature are often expressed by formulas, called differential equations, involving their rates of change. Such formulas may have an "index," the number of solutions of the formulas minus the number of restrictions that they impose on the values of the quantities being computed. The Atiyah-Singer index theorem calculated this number in terms of the geometry of the surrounding space.A simple case is illustrated by a famous paradoxical etching of M.C. Escher, "Ascending and Descending," where the people, going uphill all the time, still manage to circle the castle courtyard. The index theorem would have told them this was impossible.
The Atiyah-Singer index theorem was the culmination and crowning achievement of a more than 100-year-old development of ideas, from Stokes's theorem, which students learn in calculus classes, to sophisticated modern theories like Hodge's theory of harmonic integrals.
The problem solved by the Atiyah-Singer theorem is truly ubiquitous. In the 40 years since its discovery, the theorem has had innumerable applications, first within mathematics and then, beginning in the late 1970's, in theoretical physics: gauge theory, monopoles, string theory, and the theory of anomalies, among others.
At first, the applications in physics came as a complete surprise to both the mathematics and physics communities. Now the index theorem has become an integral part of their cultures. Atiyah and Singer, together and individually, have been tireless in their attempts to explain the insights of physicists to mathematicians. At the same time, they brought modern differential geometry and analysis as it applies to quantum field theory to the attention of physicists, and suggested new directions within physics itself.
Atiyah and Singer came originally from different fields of mathematics--Atiyah from algebraic geometry and topology, Singer from analysis. Their main contributions in their respective areas are also highly recognized.
Singer
Isadore Singer was born in 1924 in Detroit, and received his undergraduate degree from the University of Michigan in 1944. After obtaining his Ph.D. from the University of Chicago in 1950, he joined the faculty at MIT.Singer is a member of the American Academy of Art and Sciences, the American Philosophical Society and the National Academy of Sciences (NAS). He served on the Council of NAS, the Governing Board of the National Research Council, and the White House Science Council. Singer was vice president of the American Mathematical Society (AMS) from 1970-72.
In 1992 he received the AMS's Award for Distinguished Public Service. The citation recognized his "outstanding contribution to his profession, to science more broadly and to the public good."
Among the other awards he has received are the Bôcher Prize (1969) and the Steele Prize for Lifetime Achievement (2000), both from the AMS, the Eugene Wigner Medal (1988), and the National Medal of Science (1983).
When Singer was awarded the Steele Prize, his response, published in the Notices of the AMS, was: "For me the classroom is an important counterpart to research. I enjoy teaching undergraduates at all levels, and I have a host of graduate students, many of whom have ended up teaching me more than I have taught them."
Singer and his wife, Rosemarie, live in Boxborough, Mass.
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