Mathematics is often viewed by philosophers as (one of) the greatest products of humankind. The eminent mathematician Richard Courant begins his book ‘What is Mathematics: An Elementary Approach to Ideas and Methods’ with this sentence: “Mathematics as an expression of the human mind reflects the active will, the contemplative reason, and the desire for aesthetic perfection.” This image of mathematics as a thoughtful activity infused with human agency and a quest for beauty stands in sharp contrast to the view held by many students that it is primarily a haphazard collection of rules, recipes, procedures, and formats to be memorized and reproduced in response to specific tasks provided by books, teachers, and test makers.

My career as a researcher in mathematics education might be characterized as an exploration of ways not only to understand the nature and origins of the gap between these two contrasting views of mathematics but also to reduce or eliminate the gap. In this talk, I will reflect on my investigations of mathematical problem solving and problem posing as the foundation for my work with mathematics teachers to make their classrooms places that invite students to thoughtfully engage with mathematics.

Bio

Edward A. Silver is the William A. Brownell Collegiate Professor of Education in the Marsal Family School of Education at the University of Michigan. He teaches and advises graduate students in mathematics education and conducts research related to the teaching and learning of mathematics, with particular attention to the study of mathematical thinking, enhancing the knowledge and effectiveness of mathematics teachers, and productive interchange between education research and practice. He served as editor of the Journal for Research in Mathematics Education from 2000-2004 and as co-editor of The Elementary School Journal from 2008-2010.