id: 06655911
dt: j
an: 2016f.00496
au: Tjoe, Hartono
ti: Aesthetics in school mathematics: a potential model and a possible lesson.
so: Math. Enthus. 13, No. 3, 279-302 (2016).
py: 2016
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D32 D52
ut: teaching; learning; mathematical aesthetics; problem solving; beautiful
solution methods; one-digit addition; two-digit addition; decomposition
ci:
li: http://scholarworks.umt.edu/tme/vol13/iss3/7
ab: Summary: Earlier studies on improving classroom practice in mathematics
have suggested a closer attention to nurturing an aesthetic
appreciation for mathematics in studentsâ€™ learning experiences.
Recent evidence nonetheless reveals little indication of its presence.
This article offers a potential model of the case for aesthetics in
school mathematics. Central to this model is the harmonious hierarchy
of necessity, existence, and uniqueness without any of which the case
for aesthetics in student learning might be suboptimal, if not
untenable. This article offers an example of the proposed model using a
possible lesson designed to engage students aesthetically in the
learning of mathematics. Pedagogical implications are discussed to
reflect and revisit an interpretation of learning mathematics through
problem solving.
rv: