Mathematics and Mourning: Textbook Burial and Student Culture Before and After the Civil War, 1853–1880

In nineteenth-century America, students buried their mathematics books. This practice consistently celebrated the milestone of passing through collegiate mathematics, yet it changed due to national events. This article considers the case of Bowdoin College, where students buried their books differently before and after the Civil War. Antebellum, they observed a complex “Burial of Calculus” with songs, parades, and mock prayers. Postbellum, students personified their books as a woman, placing stones marked “Anna” on the textbooks’ graves. Using archival investigations of students' pamphlets and textbooks, this paper argues that these changes resulted from the war's effects on education as well as changing attitudes toward death. Both the antebellum and postbellum rituals communicated understandings of mathematics and academic achievement, as connected through a mock funeral ritual. Through investigating these connections, this paper asserts the importance of student practices for our understanding of Civil War era education.

Interactive Web-Based Tools for Learning Mathematics

There is an abundance of Web-based resources designed for mathematics teachers and learners at every level. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Research into the efficacy of online mathematics demonstrations and interactive resources is lacking, but it is clear that not all online resources are equal from a pedagogical viewpoint. In this chapter, a number of popular and relevant websites for collegiate mathematics and collegiate preservice teacher education are examined. They are reviewed and investigated in terms of their interactivity, dynamic capabilities, pedagogical strengths and weaknesses, the practices they employ, and their potential to enhance mathematical learning both inside and outside of the collegiate classroom. Culled from these reviews is a working definition of “best practices”: condensing difficult mathematical concepts into representations and models that clarify ideas with minimal words, thereby enabling a typical student to grasp, quickly and easily, the underlying mathematics.

A Lesson Learned from Outer Billiard Derivatives

As students move onward and upward through collegiate mathematics they are often impressed by the power of advanced techniques (aren’t they?), techniques allowing problems that were previously difficult or near-impossible to be solved with relative ease. For example, once students have learned the residue theorem in complex analysis they are able to elegantly evaluate integrals that were unwieldy in calculus. Among practicing mathematicians there is also a tendency to look to new or powerful results when trying to unlock a problem within one’s own research. This article presents a new theorem concerning derivatives within the outer billiard dynamical system, and in so doing serves as a reminder that higher-powered mathematics are not always needed and do not necessarily produce more satisfying proofs. Sometimes it is beneficial to keep elementary approaches in mind.