math – update

blogging & searching for true math …

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Guateque en el Aftermath

Mientras término de preparar mi soñadoa EXPO – Taller Iluminación Matemática los dejo con este simpatiquisimo artículo!!…

Grandes matemáticos* reciben una invitación para una fiesta de celebrities en el Aftermath.  Fijaos en sus reacciones:

  • Cauchy asegura que se integrará sin problemas.
  • Hilbert  ha cerrado su hotel por esta noche y espera que nadie se aproxime demasiado a su espacio vital durante la fiesta.
  • Erdös se pregunta si los epsilones también han sido convidados. Él ha invitado a sus amigos, a los amigos de sus amigos, a los amigos de los amigos de sus amigos…


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The Essence of the HLF, in One Story


Math with Bad Drawings

a dispatch from the fourth annual Heidelberg Laureate Forum

At most scientific conferences, you find a cross-section of ages: elder statesmen, rising stars, mid-career workhorses, maturing postdocs, and fresh-faced PhD candidates. The HLF brings together the two extremes: the most legendary of the legends, and the most bright-eyed of the youngsters.

What do such disparate groups have to talk about?

A lot, it turns out.


During the opening ceremony, Jean-Pierre Bourguignon—the president of the European Research Council—told a story from his own days as a young mathematician.

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Why the Math Curriculum Makes No Sense

We finally start – motivated by – this article, our so long waited EDU Posts Series…

Math with Bad Drawings

What would you do, if you were designing high school math from scratch?

Well… probably not what we do now.


What in Noether’s name is going on here?

Why do we teach so many obscure technicalities, and so few practical facts?

Who the heck designed this monstrosity?

Nobody Designed Mathematics Education

I’ve come to believe that even this simple question—“who designed this?”—rests on a flawed assumption. The broad thing we call “the math curriculum” isn’t really “designed.” Rather, like all educational institutions and systems, it is shaped by a hailstorm of competing forces:


Over time, each of these parties tugs and prods at the curriculum, reshaping it to suit their needs. No single author writes the curriculum. Nor, even, do multiple authors reach a clear and coherent compromise. Instead, the curriculum is perpetually being nudged and tweaked, eroded and built up, by various actors who share no unified vision.


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