Timeline for What should we teach to liberal arts students who will take only one math course?
Current License: CC BY-SA 2.5
57 events
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| Feb 3 at 5:15 | review | Close votes | |||
| Feb 4 at 5:34 | |||||
| Aug 31, 2021 at 4:32 | review | Close votes | |||
| Sep 1, 2021 at 12:59 | |||||
| Apr 11, 2019 at 14:25 | comment | added | Joseph Van Name | I am voting to close. | |
| Apr 6, 2019 at 17:33 | comment | added | Joseph Van Name | @aorq. Doron Zeilberger explains why mathematicians refer to some formulas and by generality theorems as beautiful in this post sites.math.rutgers.edu/~zeilberg/mamarim/mamarimPDF/hersh90.pdf. | |
| Apr 6, 2019 at 11:05 | review | Close votes | |||
| Apr 6, 2019 at 13:37 | |||||
| Nov 29, 2017 at 18:18 | review | Close votes | |||
| Nov 30, 2017 at 7:08 | |||||
| Dec 19, 2013 at 22:33 | comment | added | Benjamin Dickman | Perhaps the following response could be helpful: mathoverflow.net/questions/51285/… In particular, the articles by E.P. Northrop might be of some interest to you. | |
| Jul 8, 2012 at 5:54 | answer | added | none | timeline score: 0 | |
| Jul 8, 2012 at 4:22 | answer | added | Sniper Clown | timeline score: 0 | |
| Apr 25, 2011 at 14:13 | answer | added | Jeff Burdges | timeline score: 0 | |
| Nov 6, 2010 at 3:21 | comment | added | Thierry Zell | The funny thing about this is that if you design a course to give insight into what "real" math may look like, most students' reaction will be that it wasn't a "real" math course (because it wasn't anything like any of the other math courses they had). Damned if you do, damned if you don't... Perhaps these courses should have math majors students assistant there simply to vouch for the fact that this is what they are really studying. | |
| Jul 19, 2010 at 6:37 | answer | added | ardentMirage | timeline score: 3 | |
| Jun 22, 2010 at 20:18 | comment | added | S. Carnahan♦ | I've hit this question with the Wiki-hammer. | |
| Jun 22, 2010 at 20:14 | history | made wiki | Post Made Community Wiki by S. Carnahan♦ | ||
| Jun 22, 2010 at 9:56 | answer | added | Gil Kalai | timeline score: 4 | |
| Jun 22, 2010 at 9:41 | answer | added | grshutt | timeline score: 0 | |
| Jun 22, 2010 at 2:43 | comment | added | aorq | Timothy Gowers's wonderful little book "Mathematics: a very short introduction" provides one possible answer to this question. His aim is, in particular, to explain how it is possible to talk about "paradoxical" things like imaginary numbers or 26-dimensional space, and in general, the relationship between mathematics, models, and the real world. He even gets to talking about things like why mathematicians refer to some theorems as beautiful. Anyways, I'm sure gowers might have some things to say about this subject, as he has some experience with explaining math to the general public. | |
| Jun 21, 2010 at 10:54 | answer | added | X.M. Du | timeline score: 1 | |
| S Jun 20, 2010 at 23:22 | vote | accept | Michael Hardy | ||
| Jul 20, 2010 at 22:41 | |||||
| S Jun 20, 2010 at 23:21 | vote | accept | Michael Hardy | ||
| S Jun 20, 2010 at 23:22 | |||||
| Jun 20, 2010 at 23:20 | vote | accept | Michael Hardy | ||
| S Jun 20, 2010 at 23:21 | |||||
| S Jun 20, 2010 at 23:20 | vote | accept | Michael Hardy | ||
| Jun 20, 2010 at 23:20 | |||||
| Jun 20, 2010 at 23:20 | vote | accept | Michael Hardy | ||
| S Jun 20, 2010 at 23:20 | |||||
| S Jun 20, 2010 at 23:20 | vote | accept | Michael Hardy | ||
| Jun 20, 2010 at 23:20 | |||||
| S Jun 20, 2010 at 23:20 | vote | accept | Michael Hardy | ||
| S Jun 20, 2010 at 23:20 | |||||
| S Jun 20, 2010 at 23:07 | vote | accept | Michael Hardy | ||
| S Jun 20, 2010 at 23:20 | |||||
| Jun 20, 2010 at 23:07 | vote | accept | Michael Hardy | ||
| S Jun 20, 2010 at 23:07 | |||||
| Jun 20, 2010 at 14:41 | answer | added | Justin Curry | timeline score: 17 | |
| Jun 20, 2010 at 12:56 | answer | added | tomturiel | timeline score: 6 | |
| Jun 20, 2010 at 12:12 | comment | added | Zsbán Ambrus | When you say these students are required to take one math course, how long is that? That is, how many semesters do they have per year? | |
| Jun 19, 2010 at 20:57 | vote | accept | Michael Hardy | ||
| Jun 20, 2010 at 23:07 | |||||
| S Jun 19, 2010 at 20:56 | vote | accept | Michael Hardy | ||
| Jun 19, 2010 at 20:57 | |||||
| Jun 19, 2010 at 16:58 | answer | added | Will Jagy | timeline score: 7 | |
| Jun 19, 2010 at 11:34 | answer | added | Michael Greinecker | timeline score: 9 | |
| Jun 19, 2010 at 8:48 | answer | added | bc919 | timeline score: 1 | |
| S Jun 19, 2010 at 2:36 | vote | accept | Michael Hardy | ||
| S Jun 19, 2010 at 20:56 | |||||
| S Jun 19, 2010 at 2:36 | vote | accept | Michael Hardy | ||
| S Jun 19, 2010 at 2:36 | |||||
| S Jun 19, 2010 at 2:36 | vote | accept | Michael Hardy | ||
| S Jun 19, 2010 at 2:36 | |||||
| Jun 19, 2010 at 2:36 | vote | accept | Michael Hardy | ||
| S Jun 19, 2010 at 2:36 | |||||
| S Jun 19, 2010 at 2:35 | vote | accept | Michael Hardy | ||
| Jun 19, 2010 at 2:36 | |||||
| Jun 19, 2010 at 2:23 | answer | added | Michael Hardy | timeline score: 4 | |
| Jun 19, 2010 at 2:14 | answer | added | danseetea | timeline score: 12 | |
| Jun 19, 2010 at 2:04 | comment | added | Victor Protsak | I disagree with accepting an answer to such a wide ranging, general interest question after such a ridiculously short time. That makes it appear as if you didn't really care about what many people had to say, somewhat disrespectful, in fact. | |
| Jun 19, 2010 at 1:25 | answer | added | Kevin O'Bryant | timeline score: 16 | |
| Jun 19, 2010 at 1:24 | comment | added | M.G. | Isn´t that wonderful?... It really seems like there are more mathematicians knowing about (the) other fields than scientists from the other fields knowing about mathematics... | |
| Jun 19, 2010 at 1:21 | vote | accept | Michael Hardy | ||
| S Jun 19, 2010 at 2:35 | |||||
| Jun 19, 2010 at 1:21 | vote | accept | Michael Hardy | ||
| Jun 19, 2010 at 1:21 | |||||
| Jun 19, 2010 at 1:20 | vote | accept | Michael Hardy | ||
| Jun 19, 2010 at 1:21 | |||||
| Jun 19, 2010 at 1:20 | vote | accept | Michael Hardy | ||
| Jun 19, 2010 at 1:20 | |||||
| Jun 19, 2010 at 0:53 | answer | added | Henry Segerman | timeline score: 23 | |
| Jun 19, 2010 at 0:51 | answer | added | Noah Snyder | timeline score: 36 | |
| Jun 19, 2010 at 0:50 | answer | added | Joseph O'Rourke | timeline score: 9 | |
| Jun 19, 2010 at 0:25 | answer | added | Andrew | timeline score: 0 | |
| Jun 19, 2010 at 0:21 | comment | added | Ilya Grigoriev | Great question. I disagree, however, that the point of the one math course should be to show there is more math to discover. It shouldn't even be to show what "mathematical thinking" is or why math is an "intellectual field", although this seems closer. The point should be to enrich students' lives, so I think there should be two goals: the lesser one of giving them useful skills they'll need in life, and the greater one of making them better thinkers and more interested in thinking. (The first goal is lesser only because people outside science rarely need anything beyond high-school math). | |
| Jun 19, 2010 at 0:16 | answer | added | The Mathemagician | timeline score: 7 | |
| Jun 19, 2010 at 0:11 | comment | added | José Figueroa-O'Farrill | Community wiki? A positive outcome for such a course would surely be an awareness of what mathematics is and, dare I say it, of its impact in society. So probably teaching them any real mathematical techniques is out of the question. There are several good books popularising mathematics which could serve as inspiration for designing such a course, for example. | |
| Jun 18, 2010 at 23:53 | history | asked | Michael Hardy | CC BY-SA 2.5 |