Journal of Humanistic MathematicsCopyright (c) 2015 Claremont Colleges All rights reserved.
http://scholarship.claremont.edu/jhm
Recent documents in Journal of Humanistic Mathematicsen-usWed, 02 Sep 2015 14:12:47 PDT3600The User's Guide Project: Giving Experiential Context to Research Papers
http://scholarship.claremont.edu/jhm/vol5/iss2/24
http://scholarship.claremont.edu/jhm/vol5/iss2/24Tue, 28 Jul 2015 18:42:38 PDT
We announce the User's Guide Project.
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Cary Malkiewich et al.Inequality Proof
http://scholarship.claremont.edu/jhm/vol5/iss2/23
http://scholarship.claremont.edu/jhm/vol5/iss2/23Tue, 28 Jul 2015 18:42:37 PDT
The format of two-column proof from high school geometry class is playfully used to present statements and reasons about wealth inequality.
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Lawrence M. LesserThe Topology of Absence
http://scholarship.claremont.edu/jhm/vol5/iss2/22
http://scholarship.claremont.edu/jhm/vol5/iss2/22Tue, 28 Jul 2015 18:42:35 PDT
“The Topology of Absence” literalizes triangulations, hyperbeloids, and the concept of the limit in the story of “locating” a lost mother. This story, like “The Physicist’s Basement” in the July 2014 issue, is part of a series that worries about competing notions of mathematics, i.e., mathematics as some sort of disembodied configuration or as emergent in the material reality of human life.
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Nora E. CulikMusic and Mathematics
http://scholarship.claremont.edu/jhm/vol5/iss2/21
http://scholarship.claremont.edu/jhm/vol5/iss2/21Tue, 28 Jul 2015 18:42:34 PDT
Mathematics has forever been.
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Robert J. BoucherGeometry of Life
http://scholarship.claremont.edu/jhm/vol5/iss2/20
http://scholarship.claremont.edu/jhm/vol5/iss2/20Tue, 28 Jul 2015 18:42:32 PDT
Relationships in life can be expressed through geometric curves
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Janice DykaczMathematical Double Dactyls
http://scholarship.claremont.edu/jhm/vol5/iss2/19
http://scholarship.claremont.edu/jhm/vol5/iss2/19Tue, 28 Jul 2015 18:42:31 PDTTristan MillerThe Extraneous Solution
http://scholarship.claremont.edu/jhm/vol5/iss2/18
http://scholarship.claremont.edu/jhm/vol5/iss2/18Tue, 28 Jul 2015 18:42:29 PDTAlex M. WalshZero
http://scholarship.claremont.edu/jhm/vol5/iss2/17
http://scholarship.claremont.edu/jhm/vol5/iss2/17Tue, 28 Jul 2015 18:42:28 PDT
This poem attempts to describe the sensations we might have reading the numeral "0" if we compare it to how we experience our own bodies.
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Terry TrowbridgeRobin Chapman on (her) Mathematics Education
http://scholarship.claremont.edu/jhm/vol5/iss2/16
http://scholarship.claremont.edu/jhm/vol5/iss2/16Tue, 28 Jul 2015 18:42:27 PDTRobin ChapmanNovelty Wins, “Straight Toward Objective” Loses! or Book Review: Why Greatness Cannot Be Planned: The Myth of the Objective, by Kenneth O. Stanley and Joel Lehman
http://scholarship.claremont.edu/jhm/vol5/iss2/15
http://scholarship.claremont.edu/jhm/vol5/iss2/15Tue, 28 Jul 2015 18:42:25 PDT
Experiments in evolutionary artificial intelligence demonstrate that progress toward an important, difficult goal is not best achieved by attempting to go directly toward that goal, but rather, by rewarding novelty.
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Reuben Hersh“Notation, Notation, Notation” or Book Review: Enlightening Symbols: A Short History of Mathematical Notation and Its Hidden Powers, by Joseph Mazur
http://scholarship.claremont.edu/jhm/vol5/iss2/14
http://scholarship.claremont.edu/jhm/vol5/iss2/14Tue, 28 Jul 2015 18:42:24 PDT
This review describes Mazur's engaging popularization of an interesting and important topic, the history of mathematical symbols and notation. The reviewer only wishes that some of the history had been done better.
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Judith V. GrabinerOn Mathematicians' Eccentricity
http://scholarship.claremont.edu/jhm/vol5/iss2/13
http://scholarship.claremont.edu/jhm/vol5/iss2/13Tue, 28 Jul 2015 18:42:23 PDT
Eccentricity, though not inevitable, happens. Lightheartedly classifying examples, the author traces it back to factors, like creativity and absorption, essential to mathematical success, and recommends an attitude of amused tolerance towards others as well as to ourselves.
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Robert HaasMathematical Writing: What Is It and How Do We Teach It?
http://scholarship.claremont.edu/jhm/vol5/iss2/12
http://scholarship.claremont.edu/jhm/vol5/iss2/12Tue, 28 Jul 2015 18:42:21 PDT
National Council of Teachers of Mathematics (NCTM) recommends that students be able to communicate mathematics, using correct and appropriate language, by eighth grade [8]. Mathematics teachers at all levels agree that they have the responsibility to teach their students content-specific writing, but many feel that they don’t have the tools to do this work. This article offers a foundation and methodologies for different writing assignments that can be used in mathematics classes.
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Byung-In SeoA System of Equations: Mathematics Lessons in Classical Literature
http://scholarship.claremont.edu/jhm/vol5/iss2/11
http://scholarship.claremont.edu/jhm/vol5/iss2/11Tue, 28 Jul 2015 18:42:20 PDT
The aim of this paper is to showcase a handful of mathematical challenges found in classical literature and to offer possible ways of integrating classical literature in mathematics lessons. We analyze works from a range of authors such as Jules Verne, Anton Chekhov, and others. We also propose ideas for further tasks. Most of the problems can be restated in terms of simple mathematical equations, and they can often be solved without a computer. Nevertheless, we use the computer program Mathcad to solve the problems and to illustrate the solutions to enhance the reader’s mathematical experience.
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Valery F. Ochkov et al.Reflections on Math Students’ Circles: Two Personal Stories from Colorado
http://scholarship.claremont.edu/jhm/vol5/iss2/10
http://scholarship.claremont.edu/jhm/vol5/iss2/10Tue, 28 Jul 2015 18:42:18 PDT
Math Students’ Circles provide an opportunity for mathematicians to work in their communities to engage young students in mathematics as a human, aesthetic, and social endeavor. Sometimes referred to simply as Math Circles, these venues give mathematicians experience in introducing children to topics not typically seen in school curricula in an exciting, hands-on format. This article explores two Math Students’ Circles (MSCs) in the state of Colorado from the point of view of two pre-tenure faculty members. One participated in MSCs for four years while working on her Ph.D. in mathematics, the other started an MSC as an offshoot of a successful professional development program for middle school mathematics teachers. We discuss how and why MSCs have influenced our professional lives.
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Diana White et al.Mo’ Math Mo’ Fun!
http://scholarship.claremont.edu/jhm/vol5/iss2/9
http://scholarship.claremont.edu/jhm/vol5/iss2/9Tue, 28 Jul 2015 18:42:17 PDT
A youth named Kartik encounters the National Museum of Mathematics in New York City.
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Ryan RosmarinG.H. Hardy: Mathematical Biologist
http://scholarship.claremont.edu/jhm/vol5/iss2/8
http://scholarship.claremont.edu/jhm/vol5/iss2/8Tue, 28 Jul 2015 18:42:15 PDT
Godfrey Harold Hardy (1877-1947), the magnificent analyst who “discovered” the enigmatic Ramanujan and penned A Mathematician’s Apology, is most widely known outside of mathematics for his work in genetics. How did Hardy, described by his colleague C.P. Snow as “the purest of the pure,” become one of the founders of modern genetics? We explore this question in light of Hardy's own ideas about pure and elegant mathematics.
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Hannah Elizabeth Christenson et al.Mathematics: What Has It To Do With Me?
http://scholarship.claremont.edu/jhm/vol5/iss2/7
http://scholarship.claremont.edu/jhm/vol5/iss2/7Tue, 28 Jul 2015 18:42:13 PDT
Mathematics teachers must have encountered the following question raised by students: “What is the use of mathematics?” Although the value of mathematics is not to be determined solely by its applications, to the general public this is a more important and more convincing facet of the subject. Nevertheless, this also brings up the corresponding query: is this subject being properly used? Does mathematics play a role in moral education?
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Man Keung SiuOn Similarities and Differences Between Proving and Problem Solving
http://scholarship.claremont.edu/jhm/vol5/iss2/6
http://scholarship.claremont.edu/jhm/vol5/iss2/6Tue, 28 Jul 2015 18:42:11 PDT
A link between proving and problem solving has been established in the literature [5, 21]. In this paper, I discuss similarities and differences between proving and problem solving using the Multidimensional Problem-Solving Framework created by Carlson and Bloom [2] with Livescribepen data from a previous study [13]. I focus on two participants’ proving processes: Dr. G, a topologist, and L, a mathematics graduate student. Many similarities between the framework and the proving processes of Dr. G and L were revealed, but there were also some differences. In addition, there were some distinct differences between the proving actions of the mathematician and that of the graduate student. This study suggests the feasibility of an expanded framework for the proving process that can encompass both the similarities and the differences found.
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Milos SavicCounting the Angels and Devils in Escher's Circle Limit IV
http://scholarship.claremont.edu/jhm/vol5/iss2/5
http://scholarship.claremont.edu/jhm/vol5/iss2/5Tue, 28 Jul 2015 18:42:10 PDT
We derive the rational generating function that enumerates the angels and devils in M. C. Escher's Circle Limit IV according to their combinatorial distance from the six creatures whose feet meet at the center of the disk. This result shows that the base of the exponential rate of growth is 1.582... (the largest root of the polynomial 1 - z^2 - 2z^3 - z^4 + z^6).
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John Choi et al.