I am not joining in with pseudo-context bashing

I'm not. I mean, I get it, there are some lame and damaging attempts at putting mathematics in to context. I understand the problem and am both equally amused and frustrated by some of the things that come up, but sweeping pseudo-context bashing is too easy. As I see the thread streaming past I am reminded of 2 things..

1. Einstein's wonderful quote about mathematics and reality - As far as the laws of mathematics refer to reality, they are not certain, and as far as they are certain, they do not refer to reality.Ok so there is a lot there, but the opposite of easy pseudo context bashing might be to claim that - in the light of this quote - all context is questionable. That position would be equally flawed.

2. In part of my brief research in to context I explored Ole Skovsmose's 'An invitation to critical mathematics education' and his 6 milieu for activity that can take place in the 'abstract', the 'real' or the 'semi real'.The semi real has a role. 

The only problem with pseudo context is when there is an attempt to convince students its not a pseudo context. We should always think about it, but being sweepingly dismissive is usually a mistake. The definition and role of context in mathematics is a rich area for investigation. For that reason, it is important to be clear that I am not dismissing pseudo-context bashing, I am just not joining in!

What can I safely assume......

Here are some thoughts I have been having about running sessions with teachers. Conference sessions, training etc...

'What can I safely assume about my audience?'

1. That they will have something to offer in return and will appreciate the opportunity to exchange.
2. There will be people there with wildly different experiences from my own and each other.
3. That some, many, maybe all will have at least seen/crossed paths with the key ideas the session is focussing on ...
4. Someone will be frustrated with something I said or did. They will appreciate at least the acknowledgment of that.
5. The list of things I can't assume is much longer......

And now, to think about what assumptions I can safely make about each of the classes of students that I will see on any given day.......

Creativity and Mathematics

Something I found my self saying.....

'It is less a question of identifying when one can be creative with mathematics than it is recognising that mathematics, and doing mathematics, is inherently creative.  For a given mathematical scenario, success is less about 'Knowing what we are supposed to do' and more about speculating on things that we could do. Doing mathematics is about taking bits of mathematical information, and putting them together in various ways to create new bits of mathematical information.' The very essence of constructing knowledge in mathematics is a creative process.