THE HISTORY OF MATHEMATICS AND HOW IT RELATES TO US

While reading the article “The Genre of Mathematics Education” by Susan Gerofsky, certain aspects stood out to me. One of them is from the quote that “On account of the superficial 'everyday' quality to the stories and the fact that the scribal schools were vocational training institutions, Babylonian mathematics has been characterized as 'merely practical' as opposed to later Greek abstract, theoretical mathematics.” This highlights the aspect of practicality in mathematics.

Through my teaching experiences with students both back home and in Canada, I’ve observed that many of them struggle with word problems, despite being presented in the same English they use in their literacy classes. This difficulty often arises from a lack of active engagement in practical experiences. I firmly believe that incorporating field trips into the mathematics curriculum could significantly enhance learning. By providing opportunities for students to explore locations such as malls, markets, train stations and plots of land, they can witness firsthand how concepts from their lessons apply in the real world. For example, while observing land measurement by surveyors, they will understand how it works. Participating in these hands-on activities would help students bridge the gap between textbook knowledge and practical application, ultimately leading to a deeper understanding and greater proficiency in solving word problems.

While reflecting on the concluding part of the article, a question caught my attention: “Are word problems used primarily to train students in the use of methods without necessarily providing an understanding of those methods?” This made me think critically about the typical structure of mathematics textbook questions. Often, we find examples followed by numerous practice problems. While it's commonly said that increased practice leads to stronger mathematicians, I wonder if this truly fosters deep conceptual understanding or if it merely encourages students to memorize and replicate steps to solve various problems.

To address this concern, I believe it's essential for students to articulate how their questions and solutions relate to their everyday experiences. Encouraging them to share these connections can significantly enhance their grasp of mathematical concepts. Furthermore, integrating role-playing elements into lessons, where both teachers and students embody the narratives behind the problems, could make the learning experience more engaging and enjoyable. By incorporating gestures and drama, mathematics could transform into a more dynamic and relatable subject, fostering a deeper appreciation and understanding among students.

Finally, the structure of language construction shares similarities with both Babylonian and modern mathematics, which can create ambiguity in questions. This ambiguity often contributes to students struggling with word problems, leading to frequent misinterpretations. This system of deixis or referencing is of great concern. For example, consider the sentence: "Shade gave her sister half of her cake, and she was excited." The question arises: who was excited, Shade or her sister? This lack of clarity can confuse students and hinder their understanding.