Week 9 Reflections

Karaali, G. (2014). Can zombies write mathematical poetry? mathematical poetry as a model for humanistic mathematics. Journal of Mathematics and the Arts, 8(1–2), 38–45. 

Summary

Math is a perfect model for what makes an activity human, as it involves the three main ingredients of what makes our species special: cognition, consciousness, and creativity. The author believes mathematic poetry can be the ideal ambassador to humanize mathematics in the eyes of those who mostly care little for mathematics. Mathematics has existed for millennia, while the term 'humanistic mathematics' is only about 30 years old. Most people consider math and the liberal arts as two entirely different domains, yet similarities can still be found between them. For example, poetry is inherently linguistic. The difficulty of translation is a main indicator of its deep connection to a specific language, just as mathematics depends on the precise use of language. In other words, mathematics itself speaks a language of its own. Additionally, both poetry and math can be created before or without language, but through language, they become communicable and complete.

 

From the inception of the Humanistic Mathematics Network Newsletter (HMNN), the term 'Humanistic Mathematics' has been understood in two different ways. One perspective focused on teaching mathematics humanistically, with proponents advocating for 'teaching as if students mattered'. The other viewpoint centered around the idea of 'mathematics as a humanistic discipline', which leaned more towards 'mathematics as a human endeavor'. This approach led followers towards a humanistic philosophy of mathematics. From the perspective of philosophy, math has to be realized as a human activity, a social phenomenon, a part of civilization, a process of history changing, and it can only realized under the social background. Despite this, the terminology of 'Humanistic Mathematics' still avoids precise discretion, nonetheless, individual adherents of the movement all seemed to have a clear view of their goals. 

Therefore, from the general standards view, keeping creativity in math class, staying flexible, and open-minded, and accepting diverse explanations and methods is important. By establishing connections with our students and even the general public, fostering a consciousness to discuss mathematics poetically, and challenging the stereotypes between these two domains, we may provide a platform for those who have never experienced creating literature through mathematics. Eventually, this leads to appreciation, if not a full-blown love affair.

Stop

“Even in adult conversation, I oftentimes feel more at ease in English. But with poetry, I could only hear my voice in Turkish.” (p. 40)

In my upbringing, Traditional Chinese was my first language for learning anything. As a Taiwanese, I must admit that I'm not proficient in speaking Taiwanese, and even my English vocabulary surpasses my knowledge of Taiwanese. Nevertheless, whenever I speak or listen to Taiwanese, it evokes memories of the stories of this small island, brings back the voice of my beloved grandmother who has passed away, and serves as a reminder of my roots and identity.

“eventually lead to appreciation, if not a full-blown love affair.” (p. 44)

We all have our preferences and biases in different subjects, and for me, math has always been my last choice. However, as both a learner and an educator, I understand the importance of keeping an open mind to understand the perspectives of various domains. I cannot simply judge something as good or bad based solely on my personal experiences. I believe that the process of exploring knowledge is a priceless adventure. Even when the outcome doesn't meet our expectations, we can still find meaning and value in the journey.

Question

If you were to choose one language for creative writing, which language would you choose? Why?