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Dr Zoltan Dienes is a world-famous theorist and tireless practitioner of the 'new mathematics' - an approach to mathematics learning which uses games, songs and dance to make it more appealing to children. Holder of numerous honorary degrees, Dr Dienes has had a long and fruitful career, breaking new ground and gaining many followers with his revolutionary ideas of learning often complex mathematical concepts in such fun ways that children are often unaware that they are learning anything.This is an honest account of an academic radical, covering his sometimes unconventional childhood in Hungary, France, Germany and Britain, his peripatetic academic career, his successes and failures and his personal affairs. Occasionally sad or moving, frequently amusing and always fascinating, this autobiography shares some of the intelligence, spirit and humanity that have made Dr Dienes such a landmark figure in mathematics education. A 'must-read' for anyone with a professional interest in the field, this is also an absorbing and frank book for anyone interested in the life of a man of ideas who was not afraid to take on the might of the traditionalist educational establishment.
Here is the remarkable life story of Benoit Mandelbrot, the creator of fractal geometry, and his unparalleled contributions to science mathematics, the financial world, and the arts. Mandelbrot recounts his early years in Warsaw and in Paris, where he was mentored by an eminent mathematician uncle, through his days evading the Nazis in occupied France, to his education at Caltech, Princeton, and MIT, and his illustrious career at the IBM Thomas J. Watson Research Center. An outside to mainstream scientific research, he managed to do what others had thought impossible: develop a new geometry that combines revelatory beauty with a radical way of unfolding formerly hidden scientific laws. In the process he was able to use geometry to solve fresh, real-world problems. With exuberance and an eloquent fluency, Benoit Mandelbrot recounts the high points of his fascinating life, offering us a glimpse into the evolution of his extraordinary mind. With full-color inserts and black-and-white photographs throughout.
"J.E. Moyal has been pronounced 'one of Australia's most remarkable thinkers'. Yet, he was, essentially, a scientific maverick. Educated in a modest high school in Tel Aviv, he took himself to France to train as an engineer, statistician and mathematician and escaped to England as France fell. It was from outside academia that he entered into communication with the 'high priest' of British theoretical physics, P.A.M. Dirac, challenging him with the idea of a statistical basis of quantum mechanics. Their correspondence forms the core of this book and opens up an important and hitherto unknown chapter for physicists, mathematicians and historians of science. Moyal's classic paper, 'A statistical basis for quantum mechanics', also reproduced here in full, has come to underlie an explosion of research and to underpin an array of major technological developments."--Publisher's description.
The international New Math developments between about 1950 through 1980, are regarded by many mathematics educators and education historians as the most historically important development in curricula of the twentieth century. It attracted the attention of local and international politicians, of teachers, and of parents, and influenced the teaching and learning of mathematics at all levels—kindergarten to college graduate—in many nations. After garnering much initial support it began to attract criticism. But, as Bill Jacob and the late Jerry Becker show in Chapter 17, some of the effects became entrenched. This volume, edited by Professor Dirk De Bock, of Belgium, provides an outstanding overview of the New Math/modern mathematics movement. Chapter authors provide exceptionally high-quality analyses of the rise of the movement, and of subsequent developments, within a range of nations. The first few chapters show how the initial leadership came from mathematicians in European nations and in the United States of America. The background leaders in Europe were Caleb Gattegno and members of a mysterious group of mainly French pure mathematicians, who since the 1930s had published under the name of (a fictitious) “Nicolas Bourbaki.” In the United States, there emerged, during the 1950s various attempts to improve U.S. mathematics curricula and teaching, especially in secondary schools and colleges. This side of the story climaxed in 1957 when the Soviet Union succeeded in launching “Sputnik,” the first satellite. Undoubtedly, this is a landmark publication in education. The foreword was written by Professor Bob Moon, one of a few other scholars to have written on the New Math from an international perspective. The final “epilogue” chapter, by Professor Geert Vanpaemel, a historian, draws together the overall thrust of the volume, and makes links with the general history of curriculum development, especially in science education, including recent globalization trends.
This is the gritty story of one man's lifelong education in the school of hard knocks, as his journey took him from Harlem to the Marines, the Ivy League, and a career as a controversial writer, teacher, and economist in government and private industry. It is also the story of the dramatically changing times in which this personal odyssey took place. The vignettes of the people and places that made an impression on Thomas Sowell at various stages of his life range from the poor and the powerless to the mighty and the wealthy, from a home for homeless boys to the White House, as well as ranging across the United States and around the world. It also includes Sowell's startling discovery of his own origins during his teenage years. If the child is father to the man, this memoir shows the characteristics that have become familiar in the public figure known as Thomas Sowell already present in an obscure little boy born in poverty in the Jim Crow South during the Great Depression and growing up in Harlem. His marching to his own drummer, his disregard of what others say or think, even his battles with editors who attempt to change what he has written, are all there in childhood. More than a story of the life of Sowell himself, this is also a story of the people who gave him their help, their support, and their loyalty, as well as those who demonized him and knifed him in the back. It is a story not just of one life, but of life in general, with all its exhilaration and pain.
The name of Zoltan P. Dienes (1916-) stands with those of Jean Piaget and Jerome Bruner as a legendary figure whose theories of learning have left a lasting impression on the field of mathematics education. Dienes' name is synonymous with the Multi-base blocks (also known as Dienes blocks) which he invented for the teaching of place value. He also is the inventor of Algebraic materials and logic blocks, which sowed the seeds of contemporary uses of manipulative materials in mathematics instruction. Dienes' place is unique in the field of mathematics education because of his theories on how mathematical structures can be taught from the early grades onwards using multiple embodiments through manipulatives, games, stories and dance. Dienes' notion of embodied knowledge presaged other cognitive scientists who eventually came to recognize the importance of embodied knowledge and situated cognition - where knowledge and abilities are organized around experience as much as they are organized around abstractions. Dienes was an early pioneer in what was later to be called sociocultural perspectives and democratization of learning. This monograph compiled and edited by Bharath Sriraman honors the seminal contributions of Dienes to mathematics education and includes several recent unpublished articles written by Dienes himself. These articles exemplify his principles of guided discovery learning and reveal the non-trivial mathematical structures that can be made accessible to any student. The monograph also includes a rare interview with Dienes in which he reflects on his life, his work, the role of context, language and technology in mathematics teaching and learning today. The book finds an important place in any mathematics education library and is vital reading for mathematics education researchers, cognitive scientists, prospective teachers, graduate students and teachers of mathematics.
Born on the eve of China’s Cultural Revolution, Ping Fu was separated from her family at the age of eight. She grew up fighting hunger and humiliation and shielding her younger sister from the teenagers in Mao’s Red Guard. At twenty-five, she found her way to the United States; her only resources were $80 and a few phrases of English. Yet Ping persevered, and the hard-won lessons of her childhood guided her to success in her new homeland. Aided by her well-honed survival instincts, a few good friends, and the kindness of strangers, she grew into someone she never thought she’d be—a strong, independent, entrepreneurial leader. “She tells her story with intelligence, verve and a candor that is often heart-rending.” —The Wall Street Journal “This well-written tale of courage, compassion, and undaunted curiosity reveals the life of a genuine hero.” —Booklist (starred review) “Her success at the American Dream is a real triumph.” —The New York Post
Mathematics has a rich history from cultures around the world, which can extend and enrich the appreciation and learning of mathematical concepts. This book provides inspiration for mathematics educators by exploring the development of mathematical concepts from historical and cultural perspectives. It will also be of interest to general readers with an interest in mathematics. Each chapter uses original historical material to introduce a mathematical concept that is then explored through new and unusual perspectives. The book presents several new mathematical “discoveries and inventions”, and offers a re-interpretation of traditional approaches to a range of mathematical problems, doing so in a rigorous way. Topics discussed here include numeracy, the abacus, Mesopotamian mathematics, public-key cryptography, Pythagoras’ theorem, the holistic nature of trigonometry, and an introduction to integral calculus, among many others. Throughout is reflected the author’s enthusiastic style of teaching and his entertaining approach to mathematics, serving to highlight active engagement with significant mathematical problems and hands-on modelling to build deep understanding of the concepts.
The book presents the history of ICMI trough a prosopographical approach. In other words, it pays a lot of attention to the actors of the International movement. The portraits of the members of the ICMI Central Committees (1908-1936) and ICMI Executive Committees (1952-2008), and other eminent figures in ICMI history, who have passed away in the first 100 years of its life, are the guiding thread of the volume. Each portrait includes: · Biographical information · An outline of the various contributions made by the individual in question to the study of problems pertaining to mathematics teaching/education · Primary bibliography · Secondary with particular attention to the publications concerning the teaching of mathematics · Images: photos, book frontispieces, relevant manuscripts The authors of the portraits (30 altogether) are researchers in the history of mathematics, mathematics, and mathematics education. The focus on the officer’s role within ICMI and on his/her contributions to mathematics education, make the portraits different from usual biographies. In particular, since most officers were active mathematicians, the portraits shed light on aspects of their lesser-known activity. Connecting chapters place the action of these figures in the historical context and in the different phases of ICMI history.