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Abstract “It seems that students who are hard-working and otherwise successful, but whose milieu (peers, mentors, and home environment) are at once non-technical and disengaged from the ideas behind science and technology, are at a higher risk of disorientation, dissatisfaction, or disillusionment with mathematics and science.” In this article, I will explore this conjecture, and suggest a [...] An examination of mathematical methods and the search for mathematical meaning. During your studies of mathematics, physics and engineering, you may find yourself distracted or troubled by meta questions about mathematics — questions that fall outside the syllabi of most of the coursework that you’ll take. For those for whom this itch is persistent, what [...] The question of what value 0^0 should evaluate to has been discussed since the time of Euler (1700s). There are three candidate choices: 1,0, or “indeterminate” (i.e., throw an error). In this article, I argue that the only reasonable choice (for discrete mathematics) is 0^0=1 (), and I’ll give a tangible, feel-the-grit-in-your-palms reason [...] …Thoughts on the Teaching of Exploratory, Topical Mathematics Mathematics is a richly spun tapestry threaded with interconnections from a multiplicity of endeavors, perspectives, and disciplines, both theoretical and applied. Contrary to its typical presentation, mathematics is not a linear subject. For an instructor, this presents a number of challenges: how best to address the non-linear, inter-woven [...] |
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© 2009-2010 Assad Ebrahim |
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