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Mathematics (Education) in the Information Age

  • Book
  • © 2020

Overview

Editors:
  1. Stacy A. Costa

    1. Curriculum, Teaching & Learning & Engineering Education Collaboration Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Marcel Danesi

    1. Department of Anthropology, University of Toronto, Toronto, Canada

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    You can also search for this editor in PubMed   Google Scholar

  3. Dragana Martinovic

    1. Faculty of Education, University of Windsor, Windsor, Canada

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    You can also search for this editor in PubMed   Google Scholar

  • Contains contributions by experts in the fields of cognitive science, mathematics, and mathematics education
  • Deals with theoretical issues in mathematics and its connection to artifical intelligence and other new technologies
  • Explores aspects of mathematics education in an ever-changing age shaped by technology
  • Looks at how mathematical proofs are changing with the aid of AI

Part of the book series: Mathematics in Mind (MATHMIN)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-x
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  2. The Information Age, Mathematics, and Mathematics Education

    • Stacy A. Costa, Marcel Danesi, Dragana Martinovic
    Pages 1-14

  3. An Unsupervised Approach to User Characterization in Online Learning and Social Platforms

    • Dan Vilenchik
    Pages 15-36

  4. Argumentation Is Elementary: The Case for Teaching Argumentation in Elementary Mathematics Classrooms

    • Cathy Marks Krpan, Gurpreet Sahmbi
    Pages 37-52

  5. Subverting Stereotypes: Visual Rhetoric in the #SheCanSTEM Campaigns

    • Deborah J. Danuser
    Pages 53-64

  6. Graphical Literacy, Graphicacy, and STEM Subjects

    • Stacy A. Costa
    Pages 65-72

  7. Mathematics, Statistics, and Sports

    • Frank Nuessel
    Pages 73-90

  8. Travels with Epsilon in Sign and Space

    • Louis H. Kauffman
    Pages 91-111

  9. Experimental Mathematics: Overview and Pedagogical Implications

    • Marcel Danesi
    Pages 113-125

  10. Why the Basics Still Matter: The Cost of Using a Machine to Do Mathematics

    • Sasha Gollish
    Pages 127-141

  11. Syntonic Appropriation for Growth in Mathematical Understanding: An Argument for Curated Robotics Experiences

    • Krista Francis, Steven Khan
    Pages 143-169

  12. Why Do Mathematicians Need Diagrams? Peirce’s Existential Graphs and the Idea of Immanent Visuality

    • Vitaly Kiryushchenko
    Pages 171-183

  13. Procedural Steps, Conceptual Steps, and Critical Discernments: A Necessary Evolution of School Mathematics in the Information Age

    • Martina Metz, Brent Davis
    Pages 185-218

  14. If One Can Read and Write Then One Can Also Do Mathematics

    • Robert K. Logan
    Pages 219-226
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Keywords

About this book

This book brings together ideas from experts in cognitive science, mathematics, and mathematics education to discuss these issues and to present research on how mathematics and its learning and teaching are evolving in the Information Age. Given the ever-broadening trends in Artificial Intelligence and the processing of information generally, the aim is to assess their implications for how math is evolving and how math should now be taught to a generation that has been reared in the Information Age. It will also look at the ever-spreading assumption that human intelligence may not be unique—an idea that dovetails with current philosophies of mind such as posthumanism and transhumanism. The role of technology in human evolution has become critical in the contemporary world. Therefore, a subgoal of this book is to illuminate how humans now use their sophisticated technologies to chart cognitive and social progress.

Given the interdisciplinary nature of the chapters, this will be of interest to all kinds of readers, from mathematicians themselves working increasingly with computer scientists, to cognitive scientists who carry out research on mathematics cognition and teachers of mathematics in a classroom.

Reviews

“The book is a perfect blend of academic, social, technological and pedagogical discussions. Each chapter ends with references for further reading. … the book is an excellent addition to the existing mathematics education literature. The very first reading of the book makes one admire both the content of the book and the way it is structured and edited. The lucid style of writing adopted by the authors makes the book readily accessible.” (Firdous Ahmad Mala, Educational Studies in Mathematics, Vol. 112 (1), 2023)

“Each chapter provides a wealth of information with deep insight on how mathematics education and 21st-century teaching of mathematics to our students is quite different than even 10-20 years ago. … I highly recommend this book to anyone who wants to gain a robust and well-rounded experience in teaching the next generation in the Information Age.” (Peter Olszewski, MAA Reviews, August 13, 2021)

Editors and Affiliations

  • Curriculum, Teaching & Learning & Engineering Education Collaboration Ontario Institute for Studies in Education, University of Toronto, Toronto, Canada

    Stacy A. Costa

  • Department of Anthropology, University of Toronto, Toronto, Canada

    Marcel Danesi

  • Faculty of Education, University of Windsor, Windsor, Canada

    Dragana Martinovic

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