Interdisciplinarity, Creativity, and Learning Mathematics with Literature, Paradoxes, History, Technology, and Modeling
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Interdisciplinarity is increasingly viewed as a necessary ingredient in the training of future oriented 21st century disciplines that rely on both analytic and synthetic abilities across disciplines. Nearly every curricular document or vision statement of schools and universities include a call for promoting creativity in students. Yet the construct of creativity and giftedness across disciplines remains elusive in the sense that the prototypical examples of such work come from eminent scientists, artists and mathematicians, and little if any work has been conducted with non-eminent individuals. This monograph is an attempt to fill this gap by putting forth the view that interdisciplinarity and creativity are related constructs, and that the cultivation of domain general creativity is possible. Mathematics has historically been anchored to numerous disciplines like theology, natural philosophy, culture and art, allowing for a flexibility of thought that is difficult to cultivate in other disciplines. In this monograph, the numerous chapters from Australia, U.S.A., Canada, Cyprus, Denmark and Japan provide a compelling illustration of the intricate connection of mathematics with literature, paradoxes, history, technology and modeling, thus serving as a conduit for interdisciplinarity, creativity and learning to occur.
This monograph explores the relationship between interdisciplinarity and creativity, focusing on how mathematics connects with various disciplines like theology, natural philosophy, culture, and art. It includes chapters from multiple countries, illustrating the intricate connections and promoting creativity and learning across fields.
Section I. Interdisciplinarity in Mathematics and Literature.
Chapter 1. The Interdisciplinary Nature of Inductive Processes in Forming Generalizations; Bharath Sriraman and Harry Adrian.
Chapter 1. The Existential Void in Learning: Juxtaposing Mathematics and Literature; Bharath Sriraman and Harry Adrian.
Chapter 2. Mathematics and Literature: Synonyms, Antonyms or the Perfect Amalgam? Bharath Sriraman.
Chapter 3. Mathematics and Literature (The Sequel): Imagination as a Pathway to Advanced Mathematical Ideas and Philosophy; Bharath Sriraman.
Section II. Mathematics and Paradoxes.
Chapter 4. 1 or 0?: Cantorian Conundrums in the Contemporary Classroom; Bharath Sriraman and Libby Knott.
Chapter 5. Understanding Mathematics through Resolution of Paradoxes; Margo Kondratieva.
Chapter 6. Mathematical Paradoxes as Pathways into Beliefs and Polymathy; Bharath Sriraman.
Section III. Geometry and History.
Chapter 7. Voronoi Diagrams; Michael Mumm.
Chapter 8. An In-Depth Investigation of the Divine Ratio; Birch Fett.
Chapter 9. Cyclide Manipulation; Akihiro Matsuura.
Section IV. Interdisciplinarity and Modeling.
Chapter 10. Modeling Interdisciplinary Activities Involving Mathematics and Philosophy; Steffen M. Iversen.
Chapter 11. Integrating Engineering Education within the Elementary and Middle School Mathematics Curriculum; Lyn D. English and Nicholas G. Mousoulides.
Chapter 12. Mathematical Modelling in the Early School Years; Lyn D. English and James J. Watters.
Section V. Technology and the Net Generation.
Chapter 13. Connected Giftedness: Mathematical Problem Solving by Means of a Web Technology: Case of the CASMI Project; Viktor Freiman and Nicole Lirette-Pitre.
Chapter 14. Teaching and Learning for the Net Generation: A Robotic-Based Learning Approach; Samuel Blanchard.
Chapter 15. Does Technology Help Building More Creative Mathematical Environments? Dominic Manuel.