In the classroom I am a math teacher. Calculus, algebra, geometry, statistics, I have taught them all dozens of times over the years. After all these years I still get a great deal of satisfaction out of encouraging a reluctant student to overcome his doubts and fears of mathematics and in challenging the brightest students to reach new heights. I even feel a spark when I solve a particularly difficult problem. In recent years, however, my yearning to write has begun to rival my joy in mathematics and I find myself bringing writing into the math classroom.
A few years ago I started asking my students to do a writing project. Each student selects a math topic and writes a 200-400 word paper, much like a section in a text, that explains the topic in words and mathematical sentences. My goal with this project is for my students to better appreciate the differences between technical writing and literary writing, and, in the process, to become better readers of math and science. I have been encouraged by results so far and, with some modifications, the project is worth continuing. I also read a "Mathematics Quote of the Day" that we discuss for a few minutes. For example,
The art of doing mathematics consists in finding that special case which contains all the germs of generality.
David Hilbert (1862-1943)
Student response to the quotes varies, but the quotes often generate interesting comments. Occasionally, I mention essays of mine that relate to math or teaching.
It is not necessary for me to reconcile my two passions, teaching and writing, but I think that I am a better teacher and a better writer because of it. It is from writing that I have learned the importance of viewing mathematics as a language with which to describe the world and I teach every course with this in mind. At the same time, my teaching is frequently a topic for my essay writing. I also generate more energy and enthusiasm for each task because I do both and I am convinced that energy and enthusiasm in the classroom are contagious. After nearly forty years of teaching I have become a teacher who writes and a writer who teaches and I have never been happier or more fulfilled.
This issue is especially noteworthy because it introduces our new web design. Thanks to Trisha Flassing, webmaster at Latin, the site is cleaner, more inviting, and easier to navigate; we hope that you agree. The essays in this issue hit themes that many of us wrestle with each day. John Love explains the differences between progressive and traditional schools, Sam Goldstein and Robert Brooks talk about better communication with students, Billy Lombardo tells about a new national magazine for high school age writers, Crystal Land discusses the important issue of assessment, and Barbara Graves' essay deals with media literacy. Finally, we are fortunate to have an excellent essay written by Nicole Bedros, a student at St. John's School in Houston, that talks about student rebellion.
S. I.