MACATANGAY, Ma. Patricia R.

Sec-88

Part A: Videos

Questions:

1. Provide brief background information about the two speakers.

 In the first video, whose speaker was Roger Antonsen, he firmly believed that the ability to
change perspective is the key to understand math and the world. On the other hand, whose
speaker was Trisha Jones, is a kind of teacher who lets her students solve on its own
because she wants them to see that numbers are more than just symbols.

For video 1:

2. How do differing perspectives affect knowledge?

 Differing perspectives affect knowledge in a way that you can gain greater insights about
certain things. You tend to see more dimensions and begin to understand on a deeper level
of what something is. If you would not allow yourself to be open to new ideas, you might
miss some great viewpoints.
3. In what ways is empathy relevant to math education as a whole?
 Since math is about imagining things, various perspectives are created. Empathy is relevant
to math education in a way that it enables us to understand people emerging from different
life circumstances. In this case, it allows us to accept that we have different problem-solving
styles when dealing with math and it can be a great start to see the power of mathematics.

For video 2:

4. What attitude do you think should one have towards dealing with Math, as suggested by the
speaker?
 I think the attitude should one have towards dealing with Math is persevering. Dealing with
Math doesn’t guarantee you having a perfect outcome in an instant. When we commit
mistakes, it doesn’t mean we fail already. It simply means that we are trying. We can use
these mistakes to figure out what our next steps could be to be able to find answers to the
problems.
5. What do you think is the most important insight of the video and why?
 The most important insight of the video is that Math isn’t just about numbers, it is about
thinking. The struggles that we experience with Math will teach us how to think abstractly
which would help us to solve real-life problems. Those experiences will formulate new ideas.
When we solve problems based on what we know, we are learning to think flexibly. If we’re
just going to memorize the formulas presented to us, we are taking away the opportunity
for us to think.
Part B: Reading Articles

Questions:

1. Provide brief background information about the two authors

 Paul Lockhart expressed his grievances on how math is being taught in most schools. He
stated that the present system of mathematics education is a kind of a nightmare because
most students find the subject stupid and boring. Whereas G.H. Hardy wanted us to know
that Mathematics has value, even it does not have practical applications.
2. Explain the reasons why Hardy wrote his article
 He wrote his article in an attempt to justify his life as a mathematician. He wanted us to
know what mathematicians felt. He wanted to tell us that the mathematician's world is
directly linked to reality compared to scientists who were just merely models.
3. Give at least three major ideas from the article the author has written about Math
 Three major ideas from the article the author has written about Math were addressing the
difference between pure mathematics, which he dedicated his life, and applied mathematics
which he described it as inferior. Another one was mathematics is an unprofitable, harmless,
and innocent occupation. Lastly, mathematics is like art wherein you can see beauty from it
because it is created through ideas.
4. What are the issues, problems, and grievances of Lockhart on how math is being taught in
most schools? Any solutions, as suggested by Lockhart in his article, on how to solve or
address the problems he mentioned.
 The problems with how math is being taught in most schools are the students, the only
people who understand what is going on are the least often heard. Another one is the lack
of mathematics in our mathematic classes. It is also mentioned in his article that teaching
math is a self-perpetuating monster because the students only learn math from their
teachers, and the teachers learn about it from their teachers, and so on. Solutions suggested
by Lockhart in his article on how to solve or address the problems is by choosing engaging
and natural problems suitable to students’ tastes, personalities, and level of experience. By
giving them time to make discoveries and formulate conjectures. Or by being flexible and
open to sudden changes in direction to which their curiosity may lead.