Wild About Math! Making Math fun and accessible

Martin Cohen on a variety of exceedingly elementary proofs

Martin Cohen is blogless yet he wants to share his paper, Exceedingly Elementary Proofs That a^(1/n) -> 1, n^(1/n) -> 1, and (1+1/n)^n -> e. I offered a home for the paper. I created a PDF and have placed it here.

Martin would love your feedback on the paper. Please leave comments here or contact him at the email address in the paper.

Reminder: Get your submissions in for Carnival of Mathematics

I’m hosting Carnival of Mathematics #81. Submit your articles via the form. Please get me your submissions by the end of August for a September 2nd edition.

I've gotten zero submissions so far. If I don't get any (or enough) submissions I'll find math posts on the blogosphere I like and promote those.

Google celebrates Fermat’s 410th birthday

Google celebrated Fermat's 410th birthday with this Google Doodle:

The Telegraph has a nice little story on the event.

80th Carnival of Mathematics posted, I’m hosting #81

Mike Croucher has posted Carnival of Mathematics #80 at Walking Randomly.

I'm hosting #81. Submit your articles via the form. Please get me your submissions by the end of August for a September 2nd edition.

Taking a deep hard look at Singapore Mathematics

[ Editor's note: The following is an opinion piece by Mr. Frederick Koh at www.whitegroupmaths.com. ]

The “Made in Singapore” tag literally applies to me-born here, bred here, educated here. To a certain extent, I was blessed to have studied mathematics in this little country, as its curriculum was exceptionally rigorous and thorough. That said, is Singapore maths really that awesome and perfect? Absolutely not .In fact its pretty flawed. Being someone who “survived” this journey (which was generally manageable, but not quite pleasant at times), perhaps I might be in a better position to put things into perspective.

Mention Singapore Maths to educators around the world, and thoughts normally conjured up would be those of novel primary school textbooks and bar model solving methodologies unique to the Singaporean context. Or the impeccable Cambridge ‘O’ and ‘A’ level examination standards imported from the UK a long time ago. Marvelled from the outside, it is an incredible system which enables the learner to cultivate a high level of mathematical competency through various stages of carefully structured teaching programs. But there within resides serious problems. The extremely competitive nature of academic education here places a strong premium on getting stellar report cards and grades, so much so that a kid goes to school merely to learn how to excel in tests and advance to the next level, rather than learning to better oneself.

Kids are taught math as pets are taught tricks

I'm sure that publishing this quote from "The Four Pillars Upon Which the Failure of Math Education Rests (and what to do about them)", by Matthew Brenner, page 55, won't be appreciated by some readers. I'm not a math educator but Brenner's comparison of how kids learn math (not sure if he is referring only to the U.S. or not) struck me as so funny, so tragic, and so true all at the same time.

Kids are taught math as pets are taught tricks. A dog has no idea why its master wants it to perform. With careful training many dogs can be taught to perform complex sequences of actions in response to various commands and cues. When a dog is taught to perform a trick it has no need or use for any “understanding” beyond which sequence of movements its trainer desires. The dog is taught a sequence of simple physical movements in a specific order to create an overall effect. In the same way, we teach children to perform a sequence of simple computations in a specific order to achieve an overall effect. The dog uses its feet to move about a space and manipulate objects; the student uses a pencil to move about a page and manipulate numbers. In most cases, the student doesn't know any more than the dog about the effect he creates. Neither has any intrinsic motivation to perform nor any idea why the performance is demanded. Practice, practice, practice, and eventually the dog can perform reliably on command. This is exactly how kids are trained to perform math: do a hundred meaningless practice problems, and then try to do the same trick on the test.

Your thoughts?