1. Habits of Mind: An organizing principle for mathematics curriculum and instruction Michelle Manes Department of Mathematics Brown University mmanes@math.brown.edu

2. Position paper by Al Cuoco, E. Paul Goldenberg, and June Mark. Published in the Journal of Mathematical Behavior, volume 15, (1996). Full text available online at http://www.sciencedirect.com Search for the title “Habits of Mind: An Organizing Principle for Mathematics Curricula.”

3. Analytic geometryorfractal geometry?

4. Analytic geometryorfractal geometry? Modeling with algebra ormodeling with spreadsheets?

5. Analytic geometryorfractal geometry? Modeling with algebra ormodeling with spreadsheets? Graph theoryorsolid geometry?

6. Analytic geometryorfractal geometry? Modeling with algebra ormodeling with spreadsheets? Graph theoryorsolid geometry? These are the wrong questions.

7. Traditional courses mechanisms for communicating established results

8. Traditional courses mechanisms for communicating established results give students a bag of facts

9. Traditional courses mechanisms for communicating established results give students a bag of facts reform means replacing one set of established results by another

10. Traditional courses mechanisms for communicating established results give students a bag of facts reform means replacing one set of established results by another learn properties, apply the properties, move on

11. New view of curriculum Results of mathematics research Methods used to create mathematics

12. New view of curriculum Results of mathematics research Methods used to create mathematics

13. New view of curriculum Results of mathematics research Methods used to create mathematics

14. Goals Train large numbers of university mathematicians.

15. Goals Train large numbers of university mathematicians.

16. Goals Help students learn and adopt some of the ways that mathematicians think about problems.

17. Goals Help students learn and adopt some of the ways that mathematicians think about problems. Let students in on the process of creating, inventing, conjecturing, and experimenting.

18. Curricula should encourage false starts

19. Curricula should encourage false starts experiments

20. Curricula should encourage false starts experiments calculations

21. Curricula should encourage false starts experiments calculations special cases

22. Curricula should encourage false starts experiments calculations special cases using lemmas

23. Curricula should encourage false starts experiments calculations special cases using lemmas looking for logical connections

24. A caveat Students think about mathematics the way mathematicians do.

25. A caveat Students think about mathematics the way mathematicians do. NOT Students think about the same topics that mathematicians do.

26. What students say about their mathematics courses It’s about triangles. It’s about solving equations. It’s about doing percent.

27. What we want students to say about mathematics It’s about ways of solving problems.

28. What we want students to say about mathematics It’s about ways of solving problems. (Not: It’s about the five steps for solving a problem!)

29. Students should be pattern sniffers.

31. Students should be experimenters.

35. Students should be describers.

36. Give precise directions

38. Invent notation

41. Argue

44. Students should be tinkerers.

45. “What is 3 5i ?”

46. Students should be inventors.

47. Alice offers to sell Bob her iPod for $100. Bob offers $50. Alice comes down to $75, to which Bob offers $62.50. They continue haggling like this. How much will Bob pay for the iPod?

48. Students should look for isomorphic structures.

50. Students should be visualizers.

51. How many windows are in your house?

52. Categories of visualization reasoning about subsets of 2D or 3D space visualizing data visualizing relationships visualizing processes reasoning by continuity visualizing calculations

53. Students should be conjecturers.

54. Inspi to inspi :side :angle :increment forward :side right :angle inspi :side (:angle + :increment) :increment end

55. Inspi

58. Two incorrect conjectures If :angle + :increment = 6, there are two pods

59. Two incorrect conjectures If :angle + :increment = 6, there are two pods If :increment = 1, there are two pods

60. Students should be guessers.

61. “Guess x.”

62. Mathematicians talk big and think small.

63. “You can’t map three dimensions into two with a matrix unless things get scrunched.”

64. Mathematicians talk small and think big.

65. Ever notice that a sum of two squares times a sum of two squares is also a sum of two squares?

66. Mathematicians talk small and think big. This can be explained with Gaussian integers.

67. Mathematicians mix deduction and experiment. Experimental evidence is not enough.

68. Are there integer solutions to this equation?

69. Yes, but you probably won’t find them experimentally.

70. Mathematicians mix deduction and experiment. Experimental evidence is not enough. The proof of a statement suggests new theorems.

71. Mathematicians mix deduction and experiment. Experimental evidence is not enough. The proof of a statement suggests new theorems. Proof is what sets mathematics apart from other disciplines. In a sense, it is the mathematical habit of mind.