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Relearning Mathematics: A Different Third R-Radical Maths By Marilyn Frankenstein
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Relearning Mathematics: A Different Third R-Radical Maths By Marilyn Frankenstein
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Relearning Mathematics: A Different Third R-Radical Maths By Marilyn Frankenstein
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Book Review
Relearning Mathematics: A Different Third R-Radical Maths By Marilyn Frankenstein
1992
Overview
The abuse of data can take many forms, from misinformation to censorship, as the perverse presence of a triadic military-corporate-governmental order demands the invention of a kinder reality for popular consumption. The elite amended their fictional narrative with the suggestion that our activities in the Gulf were the mark of a \"high-tech,\" \"clean,\" maybe even \"just\" war. Yet the ratio of conventional \"dumb bombs\" to the much advertised \"smart bombs\" dropped by the U.S. and its allies was 93 to 7, 1 with an estimated 150,000 Iraqi troops dead. 2 One statistic sheds some light on why we hear so little about the others: During the first two weeks of hostilities, less than 2 percent of three major networks' news sources were U.S. anti-war protesters. 3 Since this is the first of a projected two-volume series geared toward the returning student or adult learner who, in the words of Frankenstein, has been \"made to feel a failure at math\" (iii), Relearning Mathematics rightly begins with a sympathetic treatment of the modern ailment of \"math anxiety.\" The first two chapters trace these fears back to misconceptions about the nature of mathematics and its relation to our modes of thinking. Numbered among those myths, we find the ever-popular \"there is only one correct solution to every math problem\" and \"I just don't have a mathematical mind.\" While unbridled concern for the answer threatens to eclipse the more critical task of constructing a viable procedure that might eventually produce that answer, talk about \"mathematical minds\" is simply a way of blaming the victim of inferior mathematics instruction or avoiding making up for poor performances in the past. Consider Frankenstein's example of (mis)identifying a randomly shaded portion of an object as representing the fraction #189; (97). It has been my experience that teachers typically react in one of three ways: 1) remain silent and wait for a \"better\" response; 2) express some variation on the word \"no\" and supply (what the teacher considers to be) the correct answer; or 3) accept the answer as legitimate and proceed. 1) is probably the most common choice, yet what could be \"better\" than this opportunity to gain some insight into whatever alternate conceptions underlie this particular response? 2) occurs frequently and may be the most damaging of all. To say no is to dismiss every aspect of an answer that may be, and usually is, partially accurate or \"right.\" Again, since the response does reflect the thought processes of this student, it is at least a priori \"right\" as a representation of those thoughts--on the modest assumption that no one could be entirely wrong about their own internal states. 3) alone recognizes the authenticity and pedagogical value of every honest attempt at an answer.
