Grammarmathically Speaking

1966 ◽  
Vol 59 (7) ◽  
pp. 640-645
Author(s):  
King W. Jamison

Much has been said which identifies mathematics as an art. Few students, teachers of mathematics, and laymen would deny the esthetic value of mathematics, and tradition labels mathematics as an art. As one example, the curriculum of the medieval university included mathematics among the seven liberal arts. Mathematics has also been thought of as a science for a long time. Now, aided by modern communications, even the most uninterested person associates mathematics with science and scientists. It is therefore comparatively easy to accept the notion that mathematics is an art and that mathematics is a science.

2014 ◽  
Vol 34 (2) ◽  
Author(s):  
Anne Dalke ◽  
Clare Mullaney

<p>We write collaboratively, as a recent graduate and long-time faculty member of a small women&rsquo;s liberal arts college, about the mental health costs of adhering to a feminist narrative of achievement that insists upon independence and resiliency.&nbsp; As we explore the destabilizing potential of an alternative feminist project, one that invites different temporalities in which dis/ability emerges and may be addressed, we work with disability less as an identity than as a generative methodology, a form of relation and exchange. Mapping our own college as a specific, local site for the disabling tradition of &ldquo;challenging women,&rdquo; we move to larger disciplinary and undisciplining questions about the stigma of mental disabilities, traversing the tensions between institutionalizing disability studies and the field&rsquo;s promise of destabilizing the constrictions of normativity.</p><p><strong>Keywords: </strong>academia,<strong> </strong>dis/ability, disability studies, education, feminism, identity studies, mad pride, mad studies, mental health, mental illness, queer studies, temporality, women&rsquo;s colleges</p><p><em><br /></em></p>


PRIMUS ◽  
2010 ◽  
Vol 20 (8) ◽  
pp. 684-697 ◽  
Author(s):  
Michael George

1982 ◽  
Vol 75 (8) ◽  
pp. 664-667
Author(s):  
Lucille A. Kelly

Students are surprised by the magic within the Fibonacci numbers, and they find that with some experimentation they can discover some of this magic. The following generalization arose from a discussion in a liberal arts mathematics class that had been learning about patterns in sets of numbers such as the counting numbers, even numbers, odd numbers, and the square and triangular numbers and finally forming recursive sequences by creating recursive formulae.


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