Can zombies write mathematical
poetry? Mathematical poetry as a model for humanistic mathematics by Gizem
Karaali's(2014)
Summary
Karaali delves into the rich intersection of
mathematics and poetry, highlighting the deeply human aspects of both fields. As a mathematician and a poet, she argues that cognition(rational and logical
mind), consciousness (feeling heart), and creativity(Intuitive spirit)
intertwine mathematics and poetry, illustrating that both forms of expression
rely heavily on language and the engagement of a sentient being.
She reflects on her personal journey, noting the
divide between her poetry, written in her native Turkish, and her mathematical
studies conducted in English. This distinction shifted when she began to see
mathematics not as a rigid set of rules but as a dynamic social phenomenon.
This realization led her to co-found the Journal of Humanistic Mathematics in
2011, which emphasizes a philosophical approach to teaching students as if they
matter. She emphasizes that both disciplines communicate ideas and emotions,
and the creative process in mathematics mirrors that of poetry, requiring
intuition and heartfelt expression.
Karaali tested her ideas in a seminar titled "Can
zombies do maths?" and discovered that incorporating a literary approach
into mathematics had a positive impact.
- Students who had previously disliked math found the
literary form refreshing
- Engaging with poetry helped bridge the perceived gap
between art and science.
- Using poems to discuss mathematical concepts
inspired a newfound appreciation for the subject among her students.
Ultimately, Karaali views mathematical poetry as a
vital connection between the emotional and intellectual realms and a powerful
tool for fostering a deeper understanding and love for mathematics.
Stop 1
"Both poetry and mathematics may, in fact, be conceived of without or before language, but only with words will they become communicable and complete". Pg.39
This quote illustrates how learners develop ideas in
poetry and mathematics before having the words to express them. To share these
concepts, they must translate them into language or symbols. In my classroom, I
often observe that students often visualize symmetry by imagining or mentally
folding paper before using math terminology. They intuitively feel the balance
and see how the halves align, which demonstrates that mathematical
understanding can exist before language. This reliance on intuition allows them
to form ideas that language and symbols then help them express.
Stop 2
"All in all, my personal, professional and pedagogical experiences with mathematical poetry have inspired in me the conviction that mathematical poetry can be seen as the perfect ambassador for humanistic mathematics".Pg.44
I had to pause at this concluding statement because it
showcases how both mathematics and poetry reflect our humanity. While poetry
captures emotions and intellect, mathematics, which is often seen as a dry and dreary
subject, causes many to overlook its creative aspects. By positioning poetry as
the 'perfect ambassador,' Karaali suggests it can bridge the gap between
these two worlds. As educators, highlighting the similarities between these
fields activates a student's 'consciousness and creativity' alongside their
'cognition.' This helps students view mathematics as a form of
artistic expression rather than just a collection of rules. This shift in
perspective replaces 'zombified' learning with a 'humanistic' experience,
enhancing their appreciation for both poetry and math."
Question
How can we, as educators, move beyond the 'zombie'
model of instruction to celebrate every 'baby step' of a student's creative
journey while treating mathematical poetry not as a rigid exercise, but as a
humanistic mirror that proves every student truly matters?
Hi Clementina,
ReplyDeleteThis is such a beautiful and affirming response to Karaali’s work. Your connection between "zombified" learning and the need for a "humanistic" experience really resonates with the challenges we face in secondary math. It’s so easy for students to slip into that "zombie" mode - going through the motions of formulas without the "feeling heart" or "intuitive spirit" Karaali describes.
Your second stop regarding poetry as the "perfect ambassador" is such a hopeful way to look at our curriculum. When we treat math as a "dry and dreary" collection of rules, we are essentially asking our students to be the "zombies" Karaali warns us about. Shifting that perspective to see math as a form of "artistic expression" allows for the multiplicity of meanings that Radakovic and his colleagues champion. It moves the focus from "knowledge" (static) to "knowing" (dynamic).
Hi Clementina, thank you for your thoughtful response. In some ways, I think your second stop begins to answer your own question. Kaarali’s positioning of mathematical poetry as a bridge inevitably shapes how students come to see and experience it as well.
ReplyDeleteTo move beyond the “zombie” model of education, perhaps we—as teachers—need to genuinely internalize and believe in the humanistic possibilities that mathematical poetry can offer. When we see it as more than an add-on, and instead as a meaningful way of knowing and expressing mathematics, students are more likely to experience it that way too.
Fascinating discussion! And connecting this with another group’s talk about AI, I wonder: is AI a zombie??
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