Search arXivSearch

arXiv · 1911.10726

On teaching mathematics to gifted students: some enrichment ideas and educational activities

Abstract

Many mathematicians find mathematics aesthetically beautiful and even comparable to art forms such as music or painting. On the other hand, every year a great number of school students leave mathematics with total disillusionment and bitterness, without ever witnessing any beauty in it. In this work, we give some strategies to teach mathematics, especially to gifted students and to instill a love of mathematics in them. We will describe an integrated approach to teaching mathematics where students are introduced to more advanced, more elegant and more beautiful aspects of the subject early. The proposed integrated approach takes advantage of the fascinating interconnections between various subfields of mathematics, and even borrows from advanced topics such as number theory and topology. Combining the teaching of computer programming with the teaching of mathematics is another key focus of this work. This opens up the door to explore, not only the beautiful topics such as fractals, computer math art and computer graphics in general, but also real-life applications resulting from computer simulations in engineering and physics and other natural sciences. We will also discuss the use of storytelling, explorations and experimenting, puzzles and creative problem solving etc., to make learning interesting for students. It is important to show students that the `true' essence of mathematics goes beyond the dry procedural drill of learning arithmetic. Students must be provided with the opportunities to experience the `aha moment' resulting from the joy of solving a difficult problem, or from the understanding of a deep concept with complete clarity. We will discuss several strategies, and provide many examples to illustrate how this could be achieved, taking into account the emotional and psychological aspects of mathematical cognition and learning.

Explore related subjects

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Alok Shukla. 2022-07-20. On teaching mathematics to gifted students: some enrichment ideas and educational activities. https://arxiv.org/abs/1911.10726

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

On the Reconstruction of SAS from Other Triangle Congruence Criteria, Part II: Eliminating the Pons Asinorum

In the first part of this work we showed that, within a Hilbert plane deprived of the Side-Angle-Side axiom, the Side-Angle-Angle criterion, together with a ray correspondence principle [\textbf{RCT}], the existence of angle bisectors [\textbf{AB}], the congruence of supplements of congruent angles [\textbf{SA}], and the Pons Asinorum [\textbf{PA}], suffices to reconstruct SAS. We left open the question of whether [\textbf{PA}] is genuinely required alongside the other three principles, noting only a qualitative asymmetry in the nature of the principles involved. In this second part we answer this question: we show that \begin{equation*} \textrm{SAA},\ [\textbf{RCT}],\ [\textbf{AB}] \;\vdash\; [\textbf{PA}], \end{equation*} so that [\textbf{PA}] is redundant among the hypotheses of our main theorem, which improves to \begin{equation*} \textrm{SAA},\ [\textbf{RCT}],\ [\textbf{AB}],\ [\textbf{SA}] \;\vdash\; \textrm{SAS}. \end{equation*} The proof adapts an argument recently given by Donnelly, who reconstructs SAS from SAA together with an angle addition axiom and the existence of angle bisectors.

math.HO

Chebyshev and garment cutting. Debunking some myths

In {\tt 1878}, Pafnuty Chebyshev presented to the {\it Association fran\c caise pour l'avan\-cement des sciences} {\it [French Association for the Advancement of the Sciences]} an article \cite{Chebyshev1878} dealing with garment cutting. According to Chebyshev himself, his interest was sparked by a lecture given by Édouard Lucas that he had attended in {\tt 1876} \cite{Lucas1876}. There is a second story on the origin of Chebyshev's interest in garment cutting according to which in the 1850s, being short of money, Chebyshev got himself a job as a consultant to a clothing factory. At the time of the Crimean War (1853-1856), there was a great demand for uniforms. Chebyshev was allegedly asked to optimize the use of fabric, and it was there that his interest in garment cutting was born. This second story appears to have its origin in a post by Clive J. Grant to MacTutor in 1996 \cite{Grant1996}. However, this contribution contains no references, and no other source of information that I have found offers any first-hand documentation to support this story. Our conclusion is that this second story is a fabrication, invented out of whole cloth.

math.HO

Mathematics Graduate Training in the Age of AI

Generative AI changes the conditions under which graduate mathematics is learned, assessed, written, and defended. The central claim of this paper is that mathematics graduate programs should respond to the moment by clarifying what graduate mathematics education is trying to teach and assess. In most ways, the goals of mathematics education have not changed. Rather, with changing tools it has become more essential than ever to make clear the goals of mathematical training. We use the term mathematical judgment to refer to the capacity to evaluate mathematics (e.g., claims, definitions, examples, proofs, analogies, computations, uses of tools, research directions) as mathematically sound, useful, well-posed, and appropriately justified. The recommendation is to center training on mathematical judgment, and we examine possible policies for graduate programs in Mathematics to this end.

math.HO