The methods of fostering creativity through mathematical problem solving

Which methods could be used to foster mathematical creativity in school situations? The following topics are treated with the respect to this question: 1. “Open-ended approach” and “From problem to problem”, 2. Relation to mathematical creativity, 3. Teacher’s belief and the mathematics textbook.     

Distinguishing Features of Mechanical and Human Problem-Solving

Over the years, research in mathematical problem-solving has examined expert/novice problem-solving performance on various types of problems and subjects. In particular, DeFranco examined two groups of Ph.D. mathematicians as they solved four mathematics problems and found that although all were content experts, only one group were problem-solving experts. Based on this study, this article posits the notion that one distinguishing feature between experts and novices is that experts tend to look for special features of a problem and use algorithms only as a “fail-safe” system while novices act like “machines” relying on algorithms to solve the problems. Why? The article explores the idea that novice problem solvers learned to solve problems the way they learned proof, that is, in a formal, abstract and mechanizable way. Beliefs about proof and the culture in which it is practiced help frame a mathematician's view of the discipline and ultimately impacts classroom practice. The authors believe that current classroom instruction tends to create a culture that fosters algorithmic proficiency and a “machine-like” approach to the learning of mathematics and problem-solving. Further, they argue that mathematicians need to be aware of the distinction between knowing a proof is true and explaining why it is true. When these distinctions are appreciated and practiced during classroom instruction, then and only then will students begin to acquire the mathematical knowledge to become better problem solvers.     

Trends in the evolution of models & modeling perspectives on mathematical learning and problem solving

In this paper we briefly outline the models and modelling (M&M) perspective of mathematical thinking and learning relevant for the 21st century. Models and modeling (M&M) research often investigates the nature of understandings and abilities that are needed in order for students to be able to use what they have (presumably) learned in the classroom in “real life” situations beyond school Nonetheless, M&M perspectives evolved out of research on concept development more than research on problem solving; and, rather than being preoccupied with the kind of word problems emphasized in textbooks and standardized tests, we focus on (simulations of) problem solving “in the wild.” Also, we give special attention to the fact that, in a technology-basedage of information, significant changes are occurring in the kinds of “mathematical thinking” that is coming to be needed in the everyday lives of ordinary people in the 21^st century—as well as in the lives of productive people in future-oriented fields that are heavy users of mathematics, science, and technology.     

Mathematics learning and tools from theoretical, historical and practical points of view: the productive notion of mathematics laboratories

In our research work, we have looked at the way in which artefacts become, for teachers as well as for students, instruments of their mathematical activity. The issues related to the use of tools and technologies in mathematical education are now widely considered. A look to history highlights the different ways in which the same questions have been studied at different times and in different places. This suggests that the contribution of artefacts to mathematics learning should be considered in terms of various contexts. Our “visits” to these contexts will be guided by the coordination of two main theoretical frameworks, the instrumental approach and the semiotic mediation approach from the perspective of mathematics laboratory. This journey through history and schooling represents a good occasion to address some questions: Are there “good” contexts in which to develop mathematical instruments? Are there “good” teaching practices which assist students’ instrumental geneses and construct mathematical meanings? How is it possible to promote such teaching practices? Some study cases are discussed.     

From evidence-based policy making to policy analytics

This paper aims at addressing the problem of what characterises decision-aiding for public policy making problem situations. Under such a perspective it analyses concepts like “public policy”, “deliberation”, “legitimation”, “accountability” and shows the need to expand the concept of rationality which is expected to support the acceptability of a public policy. We then analyse the more recent attempt to construct a rational support for policy making, the “evidence-based policy making” approach. Despite the innovation introduced with this approach, we show that it basically fails to address the deep reasons why supporting the design, implementation and assessment of public policies is such a hard problem. We finally show that we need to move one step ahead, specialising decision-aiding to meet the policy cycle requirements: a need for policy analytics.     

A pair of positive solutions for the Dirichlet p(z)-Laplacian with concave and convex nonlinearities

We consider a nonlinear parametric Dirichlet problem driven by the anisotropic p-Laplacian with the combined effects of “concave” and “convex” terms. The “superlinear” nonlinearity need not satisfy the Ambrosetti-Rabinowitz condition. Using variational methods based on the critical point theory and the Ekeland variational principle, we show that for small values of the parameter, the problem has at least two nontrivial smooth positive solutions.     

Mean field game of controls and an application to trade crowding

In this paper we formulate the now classical problem of optimal liquidation (or optimal trading) inside a mean field game (MFG). This is a noticeable change since usually mathematical frameworks focus on one large trader facing a “background noise” (or “mean field”). In standard frameworks, the interactions between the large trader and the price are a temporary and a permanent market impact terms, the latter influencing the public price. In this paper the trader faces the uncertainty of fair price changes too but not only. He also has to deal with price changes generated by other similar market participants, impacting the prices permanently too, and acting strategically. Our MFG formulation of this problem belongs to the class of “extended MFG”, we hence provide generic results to address these “MFG of controls”, before solving the one generated by the cost function of optimal trading. We provide a closed form formula of its solution, and address the case of “heterogenous preferences” (when each participant has a different risk aversion). Last but not least we give conditions under which participants do not need to instantaneously know the state of the whole system, but can “learn” it day after day, observing others’ behaviors.     

From how to why: A quest for the common mathematical meanings behind two different division algorithms

During their education cycle in mathematics, students are exposed to algorithms as early as primary school. Several studies show how students frequently learn to perform these algorithms without controlling the mathematical meanings behind them. On the other hand, several National Standards have highlighted the need to construct meanings in mathematics from the first cycle of education. In this paper we focus on division algorithms, investigating to what extent 6th graders can be guided to understanding the whys behind an algorithm, through the comparison of two different algorithms for integer division. Our results suggest, on the one hand, that “it could work!”, and on the other hand, that the exposure to different algorithms for the same mathematical operation seems particularly significant for bringing out the whys behind such algorithms, as well as for capturing the difference between a mathematical operation and algorithms for calculating the result of such an operation.     

The impact of finite precision arithmetic and sensitivity on the numerical solution of partial differential equations

In this paper, we address some fundamental issues concerning “time marching” numerical schemes for computing steady state solutions of boundary value problems for nonlinear partial differential equations. Simple examples are used to illustrate that even theoretically convergent schemes can produce numerical steady state solutions that do not correspond to steady state solutions of the boundary value problem. This phenomenon must be considered in any computational study of nonunique solutions to partial differential equations that govern physical systems such as fluid flows. In particular, numerical calculations have been used to “suggest” that certain Euler equations do not have a unique solution. For Burgers' equation on a finite spatial interval with Neumann boundary conditions the only steady state solutions are constant (in space) functions. Moreover, according to recent theoretical results, for any initial condition the corresponding solution to Burgers' equation must converge to a constant as t → ∞. However, we present a convergent finite difference scheme that produces false nonconstant numerical steady state “solutions.” These erroneous solutions arise out of the necessary finite floating point arithmetic inherent in every digital computer. We suggest the resulting numerical steady state solution may be viewed as a solution to a “nearby” boundary value problem with high sensitivity to changes in the boundary conditions. Finally, we close with some comments on the relevance of this paper to some recent “numerical based proofs” of the existence of nonunique solutions to Euler equations and to aerodynamic design.     

Reconstructing basic ideas in geometry—an empirical approach

“Basic ideas” (or “fundamental ideas” etc.) have been discussed in mathematical curriculum theory for about forty years. This paper will centre on the hypothesis that this concept can only be applied successfully by using it as a category for the analysis of concrete mathematical problems. This hypothesis will be illustrated by means of a sample problem from the Austrian Standards for Mathematics Education (“Bildungsstandards”). In this example, basic ideas are used in a content matter analysis which takes students' solutions to the problem as a starting point for the creation of a potentially substantial learning environment in trigonometry.     

Areas,anti-derivatives,and adding up pieces: Definite integrals in pure mathematics and applied science contexts

Research in mathematics and science education reveals a disconnect for students as they attempt to apply their mathematical knowledge to science and engineering. With this conclusion in mind, this paper investigates a particular calculus topic that is used frequently in science and engineering: the definite integral. The results of this study demonstrate that certain conceptualizations of the definite integral, including the area under a curve and the values of an anti-derivative, are limited in their ability to help students make sense of contextualized integrals. In contrast, the Riemann sum-based “adding up pieces” conception of the definite integral (renamed in this paper as the “multiplicatively-based summation” conception) is helpful and useful in making sense of a variety of applied integral expressions and equations. Implications for curriculum and instruction are discussed.     

Rectilinear line segment intersection,layered segment trees,and dynamization

The aim of the present paper is to provide an efficient solution to the following problem: “Given a family of n rectilinear line segments in two-space report all intersections in the family with a query consisting of an arbitrary rectilinear line segment.” We provide an algorithm which takes O(nlog₂n) preprocessing time, o(nlog₂n) space and O(log₂n + k) query time, where k is the number of reported intersections. This solution serves to introduce a powerful new data structure, the layered segment tree, which is of independent interest. Second it yields, by way of recent dynamization techniques, a solution to the on-line version of the above problem, that is the operations INSERT and DELETE and QUERY with a line segment are allowed. Third it also yields a new nonscanning solution to the batched version of the above problem. Finally we apply these techniques to the problem obtained by replacing “line segment” by “rectangle” in the above problem, giving an efficient solution in this case also.     

Rhetoric,Reality, and Possibilities: Interdisciplinary Teaching and Secondary Mathematics

The National Council of Teachers of Mathematics has proposed a broad core mathematics curriculum for all high school students. One emphasis in that core is on “mathematical connections” both among mathematical topics and between mathematics and other disciplines of study. It is suggested that mathematics should become a more integrated part of all students' high school education. In this article, working definitions for the terms curriculum, interdisciplinary, and integrated and a model of three categories of curriculum design based on the work of Harold Alberty are developed. This article then examines how a “connected” mathematics core curriculum might be situated within the different categories of curriculum organization. Examples from research on interdisciplinary education in high schools are presented. Issues arising from this study suggest the need for a greater emphasis on building and using models of curriculum integration both to frame and to give impetus to the work being done by teachers and administrators.     

Qualities of examples in learning and teaching

In this paper, we theorise about the different kinds of relationship between examples and the classes of mathematical objects that they exemplify as they arise in mathematical activity and teaching. We ground our theorising in direct experience of creating a polynomial that fits certain constraints to develop our understanding of engagement with examples. We then relate insights about exemplification arising from this experience to a sequence of lessons. Through these cases, we indicate the variety of fluent uses of examples made by mathematicians and experienced teachers. Following Thompson’s concept of “didactic object” (Symbolizing, modeling, and tool use in mathematics education. Kluwer, Dordrecht, The Netherlands, pp 191–212, 2002), we talk about “didacticising” an example and observe that the nature of students’ engagement is important, as well as the teacher’s intentions and actions (Thompson avoids using a verb with the root “didact”. We use the verb “didacticise” but without implying any connection to particular theoretical approaches which use the same verb.). The qualities of examples depend as much on human agency, such as pedagogical intent or mathematical curiosity or what is noticed, as on their mathematical relation to generalities.     

Problem solving heuristics,affect, and discrete mathematics

It has been suggested that activities in discrete mathematics allow a kind of new beginning for students and teachers. Students who have been “turned off” by traditional school mathematics, and teachers who have long ago routinized their instruction, can find in the domain of discrete mathematics opportunities for mathematical discovery and interesting, nonroutine problem solving. Sometimes formerly low-achieving students demonstrate mathematical abilities their teachers did not know they had. To take maximum advantage of these possibilities, it is important to know what kinds of thinking during problem solving can be naturally evoked by discrete mathematical situations—so that in developing a curriculum, the objectives can include pathways to desired mathematical reasoning processes. This article discusses some of these ways of thinking, with special attention to the idea of “modeling the general on the particular.” Some comments are also offered about students' possible affective pathways and structures.     

A mathematical programming approach to clusterwise regression model and its extensions

The clusterwise regression model is used to perform cluster analysis within a regression framework. While the traditional regression model assumes the regression coefficient (β) to be identical for all subjects in the sample, the clusterwise regression model allows β to vary with subjects of different clusters. Since the cluster membership is unknown, the estimation of the clusterwise regression is a tough combinatorial optimization problem. In this research, we propose a “Generalized Clusterwise Regression Model” which is formulated as a mathematical programming (MP) problem. A nonlinear programming procedure (with linear constraints) is proposed to solve the combinatorial problem and to estimate the cluster membership and β simultaneously. Moreover, by integrating the cluster analysis with the discriminant analysis, a clusterwise discriminant model is developed to incorporate parameter heterogeneity into the traditional discriminant analysis. The cluster membership and discriminant parameters are estimated simultaneously by another nonlinear programming model.     

Towards an authentic teaching of mathematics: Hans-Georg Steiner’s contribution to the reform of mathematics teaching

Hans-Georg Steiner was the “motor of the reform” of mathematics education in Germany. His main concern was to promote authentic teaching. His suggestions for teaching mathematical structures stimulated the process of reform, but were criticised as well. Two controversies are studied in this paper. The controversy with Detlef Laugwitz in 1965 was about the dichotomy “axiomatics vs. constructiveness”. Another controversy with Alexander Wittenberg in 1964 was about the problem of “elementary”. The following considerations can show the need for fundamental didactical analyses in mathematics education, as they were initiated by Hans-Georg Steiner.     

On the technique for passing to the limit in nonlinear elliptic equations

We consider the problem of passing to the limit in a sequence of nonlinear elliptic problems. The “limit” equation is known in advance, but it has a nonclassical structure; namely, it contains the p-Laplacian with variable exponent p = p(x). Such equations typically exhibit a special kind of nonuniqueness, known as the Lavrent’ev effect, and this is what makes passing to the limit nontrivial. Equations involving the p(x)-Laplacian occur in many problems of mathematical physics. Some applications are included in the present paper. In particular, we suggest an approach to the solvability analysis of a well-known coupled system in non-Newtonian hydrodynamics (“stationary thermo-rheological viscous flows”) without resorting to any smallness conditions.     

Fostering creativity through instruction rich in mathematical problem solving and problem posing

Although creativity is often viewed as being associated with the notions of “genius” or exceptional ability, it can be productive for mathematics educators to view creativity instead as an orientation or disposition toward mathematical activity that can be fostered broadly in the general school population. In this article, it is argued that inquiry-oriented mathematics instruction which includes problem-solving and problem-posing tasks and activities can assist students to develop more creative approaches to mathematics. Through the use of such tasks and activities, teachers can increase their students’ capacity with respect to the core dimensions of creativity, namely, fluency, flexibility, and novelty. Because the instructional techniques discussed in this article have been used successfully with students all over the world, there is little reason to believe that creativity-enriched mathematics instruction cannot be used with a broad range of students in order to increase their representational and strategic fluency and flexibility, and their appreciation for novel problems, solution methods, or solutions.