MATHS 302 explores the forces that shape our mathematical experiences. Some of these forces may have been beyond your control when you were younger, but now you are in a position to teach/tutor mathematics yourself. Write a 1500 word (±10%) essay in which you make one specific recommendation for mathematics teaching and/or learning. Justify your recommendation by describing and analysing one of your experiences through the lens of mathematics education ideas drawn from at least three of the readings from weeks 1-5.
Sample solution
Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell.
In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.
God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.
Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.
To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.
References
Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.
Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.
Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.
Sample Answer
Sample Answer
The Power of Contextualized Learning in Mathematics Education
Introduction
Mathematics education plays a crucial role in shaping students’ mathematical experiences. As educators, we have the responsibility to create effective teaching and learning environments that foster deep understanding and engagement with mathematical concepts. In this essay, I will recommend the implementation of contextualized learning in mathematics education and justify this recommendation by drawing upon insights from three key readings from weeks 1-5 of MATHS 302.
Recommendation: Contextualized Learning in Mathematics Education
My recommendation for mathematics teaching and learning is to incorporate contextualized learning strategies. Contextualized learning refers to the practice of connecting mathematical concepts to real-world situations, problems, and applications. By grounding mathematics in authentic contexts, students can develop a deeper understanding of mathematical concepts and their relevance in everyday life.
Justification through Insights from Readings
Reading 1: “Contextualizing Mathematics Teaching” by Jo Boaler
Boaler argues that contextualized mathematics teaching can help students build connections between abstract mathematical ideas and real-world applications. The author emphasizes the importance of providing students with meaningful and relevant mathematical experiences. Contextualized learning allows students to see the value and purpose of mathematics beyond the classroom, increasing their motivation and engagement.
Reading 2: “Cognitive Load Theory and Instructional Design: Recent Developments” by John Sweller
Sweller’s article highlights the cognitive load theory, which suggests that learners have limited working memory capacity. When students are presented with unfamiliar or abstract mathematical problems, their cognitive load increases, hindering their ability to comprehend and apply the concepts effectively. However, when mathematics is taught in a contextualized manner, students can draw upon their prior knowledge and experiences, reducing cognitive load and facilitating learning.
Reading 3: “Mathematics as Sense Making: A Theory of Learning Mathematics” by Richard Lesh and Helen Doerr
Lesh and Doerr propose a theory of learning mathematics as sense-making, emphasizing the importance of connecting mathematical ideas to real-world situations and problem-solving. According to their theory, students construct meaning in mathematics by actively engaging in sense-making activities. Contextualized learning provides opportunities for students to explore and make sense of mathematical concepts through authentic contexts, enhancing their understanding and retention.
Analysis of Personal Experience
During my time as a tutor, I encountered a student named Sarah who struggled with understanding algebraic expressions. Sarah found it challenging to grasp the concept of variables and their symbolic representation in equations. To address this issue, I decided to incorporate contextualized learning strategies into our tutoring sessions.
I began by introducing Sarah to real-life scenarios where algebraic expressions are commonly used. For example, I asked her to imagine herself going shopping with a limited budget. We discussed how she could represent her total expenses using algebraic expressions, considering the cost of different items as variables. By contextualizing algebra within a familiar context, Sarah’s engagement and motivation increased significantly.
Next, I provided Sarah with various word problems that required her to translate real-life situations into algebraic expressions. For instance, I presented her with a problem involving the calculation of the area of a garden given its dimensions. By connecting algebraic expressions to practical situations, Sarah was able to visualize the purpose and relevance of using variables in mathematical equations.
Throughout our tutoring sessions, I noticed that Sarah’s understanding of algebraic expressions improved significantly when she could relate them to real-world scenarios. The contextualized approach enabled her to make connections between abstract mathematical concepts and tangible applications, reducing cognitive load and facilitating sense-making.
Conclusion
In conclusion, implementing contextualized learning strategies in mathematics education can greatly enhance students’ understanding and engagement with mathematical concepts. By drawing upon insights from the readings by Boaler, Sweller, Lesh, and Doerr, it is evident that providing meaningful and relevant mathematical experiences can reduce cognitive load and facilitate sense-making. My personal experience with Sarah further supports the effectiveness of contextualized learning in improving students’ understanding of abstract mathematical concepts. As educators, we have the power to shape students’ mathematical experiences positively by incorporating contextualized learning approaches into our teaching practices.
