Journal of Humanistic Mathematics

Tony Bedenikovic

Wartime Logic

战时逻辑

This paper discusses our new approach to assessing students’ learning. This approach includes the use of a final project rather than a final cumulative exam. We suggest that students taking a deep dive into one particular math concept and being able to make connections between that concept and the real world are educational achievements during this pandemic. We also argue that there is value in online learning because students who learn online choose to use library resources and develop their own interests by attending office hours, all of which benefit their learning.

Jessica Mean

Shilpa Dasgupta

Students’ Mathematical Learning During the COVID-19 Pandemic

COVID-19疫情期间学生的数学学习

Existing literature widely reports on the value of collaborations between mathematicians and mathematics educators, and also how complex those collaborations can be. In this paper, we report on four collaborations that sought to address what mathematics is and who gets to do it. Drawing on the literature and from the careful and intentional work of the collaborators, we offer a framework to capture the richness of those collaborations – one that acknowledges the importance of acknowledging and welcoming the extensive personal and professional experience of each person involved in the collaboration – and a look at how collaborations built with that intentionality and acknowledgment can be impactful for students and institutions and be personally and professionally rewarding for the collaborators.

Anne Marshall

Sarah Sword

Mollie Applegate

Steven Greenstein

Terrance Pendleton

Kamuela Yong

Michael Young

Jennifer Wolfe

Theodore Chao

Pamela Harris

“I Got You”: Centering Identities and Humanness in Collaborations Between Mathematics Educators and Mathematicians

“我懂你”：在数学教育者与数学家合作中以身份认同和人性为中心

Instructors of Social Justice Mathematics (SJM) have shared important insights into the powerful potential of connecting classroom mathematics with authentic data about social justice topics, but they have also warned about the harm such teaching can cause when done poorly. In this article, I consider what is necessary to teach SJM at the postsecondary level. I share research that has supported me in learning to teach SJM and highlight challenges that are particular to doing this work in postsecondary contexts. I then describe my experiences navigating the central tensions of this work while honoring its complexity.

Alexa Lee-Hassan

No Simple Formula: Navigating Tensions in Teaching Postsecondary Social Justice Mathematics

没有简单的公式：在高等教育中教授社会正义数学的紧张关系

David Sheskin

Ahab's Mercy

亚哈的仁慈

Vahap Yorgun

Serdal Mert

Mathematical Anxiety in the Turkish Context: Mathematical Experiences of High School Students

土耳其背景下的数学焦虑：高中生的数学体验

Deborah A. Kent

David J. Muraki

The Modern Geometrician: Euclidean Construction for Digital Paper

现代几何学家：数字纸张的欧几里得构造

Merlin Carl

Sociomathematical Norms and Automated Proof Checking in Mathematical Education: Reflections and Experiences

数学教育中的社会数学规范与自动证明检查：反思与经验

Michelle Cheng

Robert Uwe Laugwitz

The Braids on Your Blanket

你毯子上的编织图案

Eryn Michelle Maher

Ha Nguyen

Cynthia Sanchez Tapia

Millions, Billions, or Trillions: How to Partition Large Numbers into Friendly Figures

百万、十亿还是万亿：如何将大数字分割成友好的数字

Abbreviation	J. Humanist. Math.
Journal Impact	0.35
Quartiles(Global)	HISTORY & PHILOSOPHY OF SCIENCE(Q3)

Publication Information	Publisher: Claremont Colleges Library，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2011，Proportion of original research papers: 100.00%，Self Citation Rate:66.70%， Gold OA Rate: 4.79%
Average review cycle	网友分享经验：52 Weeks

Journal of Humanistic Mathematics

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