OUTLINE

1 Theoretical perspectives

2 Rationale, aims and objectives for teaching

mathematics
Aims and objectives for teaching mathematics
Rationale and objectives for the study of mathematics
Charis Mathematics Project aims

3 Curriculum development
3.1 The nature of God
3.2 The unity of creation
3.3 The nature of reality
3.4 Human creativity
3.5 The beauty and wonder of mathematics
Infinity
The Fibonacci Sequence
The Golden Ratio

4 The usefulness of mathematics

4.1 Stewardship
4.2 Use and interpretation of data

5 Critiquing existing schemes

SUMMARY

- Theoretical Perspectives -

a. Number-World Theory: mathematical symbols stand for real

entities in an eternal and changeless world outside of the natural
world we inhabit
b. Empiricist View: knowledge cannot exceed observation.
Mathematical symbols and formulae are simply generalisations
which are deduced from sensory perceptions and concrete
experiences
c. Logicist: mathematics is a particular way of doing logic; that
logical laws, or the laws of thought, regulate the operation of our
minds
d. Instrumentalist: mathematics does not stand for anything. It is
simply a tool which human beings utilise to transform their
environment.
e. Other categories:
a. mathematics as simply a language (Hogben)
b. mathematics as simply a social convention (Wittgenstein)
c. mathematics as simply a game of rules and symbols (Hilbert)

- Rationale, Aims, and Objectives for Teaching Mathematics -

a. Aims and Objectives for Teaching Mathematics
! Our first concern in mathematics is to help the student
understand Gods creation more fully, his task in it, and how
mathematics can help him fulfil his calling.

Goal of Teaching and Learning Math:

a. The student must gain an understanding of the concepts of
number and space and their interrelationship:
a. learn to abstract mathematical properties from concrete
situations
b. develop properties of number and space, analyse them,
and apply the results of his/her analysis to new situations
b. The student must deepen his/her awareness and understanding
of mathematics as a functional tool in solving everyday
problems and in explaining quantitative and spatial situations in
other subjects:
a. learn that a mathematical situation can originate from
almost any experience
b. see that mathematics does not exist independently of other
disciplines but contributes to the unity of all aspects of
creation
c. see that mathematics does not exist independently of other
disciplines but contributes to the unity of all aspects of
creation
c. The student must realise that mathematics is a developing
science, and that throughout history it has influenced, and, in
turn, has been influenced by cultural forces.

b. Rationale and Objectives for the Study of Mathematics

Rationale:
The Laws found in creation are to be perceived as a testimony of
Gods Character and Covenant, e.g. faith fulness, reliability.
As Creator, God is the Source of all mathematical structure.
Structures which we define as mathematical are only one facet of
the wonder of Gods creation.
Logic is an attribute of God.
Gods Logic transcends our finite understanding of conventional
rationality, e.g. the profound reasoning of love, grace,
righteousness, the Crucifixion, and Resurrection.
Understanding of number is dependent on the number system used
and as such is imperfect.
Discovery of the nature and purposes of God is possible in a more
direct way if we are exposed to creation from first hand experience.
We have the potential to reason and to solve problems and these
faculties need to be developed in a healthy manner in line with
Gods design.
 The findings of mathematicians should be considered in the light of
a godly perspective before they are taught as truth.
The discipline of mathematical thought and practice is not divorced
from other faculties; e.g. aesthetic appreciation, or from moral and
spiritual implication.

Objectives:
To promote the concept of an orderly, patterned universe,
established and maintained by God and to glorify Him openly as
Creator.
In this context, to develop the childrens clear logical thinking
through exposure to and experience of mathematical patterns in
creation.
To provide concrete experience of the mathematical features of
creation such as: shape, number, physical quantity, space, time,
movement, speed and causality.
To channel the children towards an understanding of the essential
structures of mathematics and to generate an appreciation of some
aspects of Gods character through the study of mathematical
principles; e.g. faith, order, design, reason, purpose, reliability.
To convey a respect for Gods order and His authority, and to
facilitate a sense of security.
To enable discovery and appreciation of relationships that exist
between mathematical concepts.
To give each child the opportunity to pursue a mathematical study in
depth.
To give children an organised scheme of mental operations as a
means by which to appreciate the world and to develop fluency in
applying those operations.
To assist the children to recognise when and how a situation may be
represented mathematically; to identify and to interpret relevant
factors and to formulate the problem.
To encourage a flexible use of mathematical thought; to regulate
and adapt it through the use of strategies; to problem solving,
demonstrating initiative, competency and creativity in a variety of
everyday situations, and to use it as a tool in the study of other
subjects.
To develop in the children a feel for number and measures etc. so
that they can carry out calculations and understand the significance
of the results obtained.
To encourage the use of imagination and various forms of
representation.
To increase the childrens awareness that mathematics is a powerful
means of communication and to introduce the symbolic vocabulary
and grammar necessary to the acquisition of this precise language.
 To show that mathematical vocabulary is in some respects limited
and that more profound concepts exists. e.g. order, truth, reason,
proof.
To highlight where relevant, Gods own use of mathematical
language to communicate with man, e.g. Ark and Temple building,
His significant use of number.
To provide a broad mathematical curriculum for every child.
To enable each child to develop within his capabilities, the
mathematical skills and understanding required for adult life, for
employment and for further study and training, while remaining
aware of the difficulties which some pupils will experience in trying
to gain such an appropriate understanding (Cockcroft).

- Charis Mathematics Project Rationale and Aims -

Units produced will help to bring about:

a sense of the transcendence and infinity of God;
sense of the immanence of God in Creation;
a sense of the faithfulness of God in Creation;
an appreciation that the Creation of Gods Creation;
an appreciation of the order and reliability in Creation;
an appreciation of the beauty of Creation;
a sense of awe and wonder at Gods Creation
a respect for truth in all its forms;
an appreciation that all truth is Gods truth;
an appreciation of human creatureliness and finiteness;
a realisation that human beings are made in the image of God;
an appreciation of human fallenness and its effects in all human
activity;
a realisation of the hope of redemption.

Three approaches to the teaching of mathematics:

Mathematics has been developed and applied in a wide range of
human situations, thus it is possible to use different contexts to
reflect on human issues while using mathematics.
While exploring ideas within mathematics, insights can also be
gained in other areas.
Recognising how mathematics has been used to model and
understand the universe and thus to develop a sense of awe and
wonder at the reality around them.

- Curriculum Development

a. The Nature of God

God reveals himself to us in his creation (Romans 1:19-20; ).
b. The Unity of Creation
Mathematics is an important area of human activity, explaining the
quantitative aspects of other disciplines. Mathematical concepts and ideas
can help us to gain a better understanding of the natural sciences,
economics, social sciences and so on.
c. The Nature of Reality
mathematics is primarily about modelling; that is, expressing the nature
of things (i.e. Gods world) in symbols and shapes
d. Human Creativity
The exploration, investigation and discovery of the world (which are the
products of human creativity) through mathematics is one important
component of the curriculum
e. The Beauty and Wonder of Mathematics
It has pattern, rules, form, relationship
Infinity encourage a respect for Gods greatness and develop in
us a sense of humility.
The Fibonacci sequence This sequence is intimately related to a
very special irrational number known as the Golden Ratio or Golden
Section. Both occur in amazing ways in biology, botany, art,
architecture and other areas of life, including the genealogy of a
male bee, the placement of leaves along the stems of plants and
the number of spirals in a sunflower
The Golden Ratio

- The Usefulness of Mathematics

a. Stewardship
b. The Interpretation of Data