Math Between Us is about the intersection of math and language, as we communicate with each other about we see and learn as users, teachers and learners of mathematics.
I see mathematics as a language of relationships. Between means “at, into, or across the space separating two objects or regions.” Numbers and tables and algebraic expressions and visual displays all make visible relationships between things (including people.) For example, when a household goes from three people to four, the number of people increases by only one, while the number of relationships doubles. You can’t count the people to see those relationships, it is the space between people that matters.
For a young child, more and less really matter: the joy of counting leads to the intrigue of comparing. The young child wonders “How many cousins do I have?” which leads to how their number of cousins compares to their neighbor’s number, their aunts number, or their father’s number of cousins. Comparing helps us see the closeness and distance between things.
Between also connotes a choice or differentiation among things being considered together. When solving problems, we choose between tools for the one best suited to our preferences and purpose. Teaching and learning math is a perpetual puzzle, full of such choices. How we use, teach and learn mathematics is up to us.
The word between also refers to a collision. We don’t all see and understand math or the world in the same way. My students tell me that one thing they don’t like about working together is that they disagree. And then they add, but that is a good thing. Disagreements between us make us smarter together.
Here, I hope our ideas will differ and that you will all listen and share and that we will grow smarter together. Post your math-related comments below!
Warmly,
Jana Dean, Fulbright DAT 2019, PAEMST 2016