Posted by: Judith Fonzi Posted on: May 23, 2001 at 10:24 AM Message: Dean, I think there are some differences between Standards-based math and humanisitic views of mathematics. For example, while s-b math calls for developing a confidence in doing math and a constructivist approach to learning math it is not necessarily developing the view that mathematics is and has been created by humans but rather that humans can carry it out; s-b does not necessarily dispell the view that mathematics is not black & white, context based or infallible while a humanistic view does. As for inquiry it depends on your definition of inquiry. We describe our work as teaching mathematics through inquiry and developing a humanisitic view of mathematics. For us "inquiry" is a constructivist approach with more constraints (sort of like a square is a parallelogram but with more specific characteristics/constraints). Specifically, an inquiry approach values complexity, anomolies, and contraditions as an important starting point for learning rather than trying to carefully orchestrate expereinces so student don't encounter them. Our definition also does not think of teaching/learning through inquiry as a series or set of short "inquiries" or interesting problems but rather as an overall structure for entire units of study within which students will likely engage in a multitude of inquiry cycles as they work towards an idea (or through some confusions). As for developing a collaborative culture - I think you misunderstood me (probably I was not so clear). We believe that developing a systemic collaborative culture is critical to sustaining reform (for us reform means a system which engages in continual self-examination and revision). The point I was trying to make is that a systemic collaborative culture is not a sufficient criteria for sustainability. And that one of the variables in this area may have to do with "how far along" the continuum (of becoming a seemless part of the everyday practices of the system) the community is in developing a continuously reflective culture when the funded project ends.