Thesis Chapters by Joshua Wilkerson
This research explores the impact of service-learning on the affective outcomes of secondary math... more This research explores the impact of service-learning on the affective outcomes of secondary mathematics curricula. This was a qualitative case study of high school students who recently completed a service-learning project in their mathematics course. Data was gathered from student interviews, reflection journals, and field observations. The framework for the analysis follows the definition of "productive disposition" offered by the National Research Council (2001). The major themes that emerge from the data indicate that through service-learning students see math as sensible, useful, and worthwhile. This supports the potential of service-learning as a pedagogical tool that can be utilized to develop a productive disposition in students; addressing at a practical level how the affective objectives of national policy documents can be achieved.
Papers by Joshua Wilkerson
The Consortium: A Journal of Classical Christian Education, 2024
The mission of any classical Christian school is rooted in the ideals of truth, beauty, and goodn... more The mission of any classical Christian school is rooted in the ideals of truth, beauty, and goodness. How does the teaching of mathematics fit into this mission? There are numerous resources that address the beauty and truth of mathematics, but how do we instill in students an appreciation for the inherent goodness of math (especially since many students experience mathematics as confusing, stressful and generally contrary to anything considered good)?
Mathematics is, at its core, a good and virtuous activity and its enjoyment is not reserved for the “intellectual elite.” This article will examine how the goodness of mathematics is actually rooted in a proper understanding of the ordered nature of God. When viewed through this lens we can see mathematics as a missional activity that increases our versatility as worshipers of Christ.
Having established a “lens of goodness” through which to view mathematics, this article will close with practical implications for mathematics pedagogy across the K-12 spectrum, drawing from practices at Regents School of Austin. These practices include mathematical play, collaborative problem-solving, and service-learning. Through these practices students learn not just that math is good, but how it is good, and they begin to cultivate their mathematical affections.
This research explores the impact of service-learning on the affective outcomes of secondary math... more This research explores the impact of service-learning on the affective outcomes of secondary mathematics curricula. This was a qualitative case study of high school students who recently completed a service-learning project in their mathematics course. Data was gathered from student interviews, reflection journals, and field observations. The framework for the analysis follows the definition of "productive disposition" offered by the National Research Council (2001). The major themes that emerge from the data indicate that through service-learning students see math as sensible, useful, and worthwhile. This supports the potential of service-learning as a pedagogical tool that can be utilized to develop a productive disposition in students; addressing at a practical level how the affective objectives of national policy documents can be achieved.
PRIMUS, 2020
ABSTRACT This research explores the positive impact of service-learning on the disposition of stu... more ABSTRACT This research explores the positive impact of service-learning on the disposition of students in mathematics. This was a qualitative case study of high school AP Statistics students who completed a service-learning project. Data were gathered from student interviews, reflection journals, and field observations. The framework for the analysis follows the definition of “productive disposition” offered by the National Research Council and that remains foundational to the Common Core Standards for Mathematical Practice. The major themes that emerge from the data indicate that through service-learning, students see math as sensible, useful, and worthwhile. This supports the potential of service-learning as a pedagogical tool that can be utilized to develop a productive disposition in students; addressing at a practical level how the affective objectives of national policy documents can be achieved.
Joshua Wilkerson, ThM, is an upper school mathematics teacher at Regents School of Austin, TX, an... more Joshua Wilkerson, ThM, is an upper school mathematics teacher at Regents School of Austin, TX, and a mathematics education doctoral student at Texas State University. He is also the creator and administrator of the website www.GodandMath.com, dedicated to examining the integration of Christian faith with the discipline of mathematics. Cultivating Mathematical Affections: The Infl uence of Christian Faith on Mathematics Pedagogy Joshua B. Wilkerson
“When am I ever going to use this?” As a math teacher, this is the number one question that I hea... more “When am I ever going to use this?” As a math teacher, this is the number one question that I hear from students. It is also a wrong question; it isn’t the question the student truly intended to ask. The question they are really asking is “Why should I value this?” and they expect a response in terms of how math will solve their problems. But should we study math only because it is useful? Or should we study math because it is true?
It is my contention that valuing mathematical inquiry as a pursuit of truth is a better mindset in which to approach the practice of mathematics, rather than exalting practicality. This paper will demonstrate one unexpected reason to support such a philosophical view: it actually leads to more practical applications of mathematical endeavors than would otherwise be discovered.
Support for this theory may be found in the life of George Berkeley. This paper will examine the historic mathematical implications of Berkeley’s philosophical convictions: the refinement of real analysis and the development of nonstandard analysis. Berkeley not only answers the question of why we need philosophical integration in mathematics, but also how we approach such integration: through Christian faith. This paper will close by examining the latter.
The goal of this article is to make the case that Christian faith has an opportunity to impact th... more The goal of this article is to make the case that Christian faith has an opportunity to impact the discussion on best practices in mathematics, not primarily through the cognitive discussion on objectives and standards, but through the affective discussion on the formation of values, the cultivation of mathematical affections—not merely knowing, but also loving, and practicing the truth, beauty, and goodness inherent in mathematics. First, I will outline the work being done on affect in mathematics education , examining what values are actually endorsed by the community of mathematics educators. After summarizing this work on affect, it will be clear that, even in the words of leading researchers, the fi eld is lacking any cohesive, formal approach to analyzing and assessing the affective domain of learning. Secondly, I will argue the thesis that Christian faith offers solutions to the frustrations and shortcomings admitted by researchers on affect in mathematics education. Christian faith offers insight into how mathematical affections might actually be shaped. Here I will draw heavily on the work of philosopher James K. A. Smith and make explicit connection between his work and the mathematics classroom. Finally, I will conclude with a call to action discussing how we as Christian educators might begin to have fruitful contributions to and dialogue with the current research being done in mathematics education.
Book Reviews by Joshua Wilkerson
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Thesis Chapters by Joshua Wilkerson
Papers by Joshua Wilkerson
Mathematics is, at its core, a good and virtuous activity and its enjoyment is not reserved for the “intellectual elite.” This article will examine how the goodness of mathematics is actually rooted in a proper understanding of the ordered nature of God. When viewed through this lens we can see mathematics as a missional activity that increases our versatility as worshipers of Christ.
Having established a “lens of goodness” through which to view mathematics, this article will close with practical implications for mathematics pedagogy across the K-12 spectrum, drawing from practices at Regents School of Austin. These practices include mathematical play, collaborative problem-solving, and service-learning. Through these practices students learn not just that math is good, but how it is good, and they begin to cultivate their mathematical affections.
It is my contention that valuing mathematical inquiry as a pursuit of truth is a better mindset in which to approach the practice of mathematics, rather than exalting practicality. This paper will demonstrate one unexpected reason to support such a philosophical view: it actually leads to more practical applications of mathematical endeavors than would otherwise be discovered.
Support for this theory may be found in the life of George Berkeley. This paper will examine the historic mathematical implications of Berkeley’s philosophical convictions: the refinement of real analysis and the development of nonstandard analysis. Berkeley not only answers the question of why we need philosophical integration in mathematics, but also how we approach such integration: through Christian faith. This paper will close by examining the latter.
Book Reviews by Joshua Wilkerson
Mathematics is, at its core, a good and virtuous activity and its enjoyment is not reserved for the “intellectual elite.” This article will examine how the goodness of mathematics is actually rooted in a proper understanding of the ordered nature of God. When viewed through this lens we can see mathematics as a missional activity that increases our versatility as worshipers of Christ.
Having established a “lens of goodness” through which to view mathematics, this article will close with practical implications for mathematics pedagogy across the K-12 spectrum, drawing from practices at Regents School of Austin. These practices include mathematical play, collaborative problem-solving, and service-learning. Through these practices students learn not just that math is good, but how it is good, and they begin to cultivate their mathematical affections.
It is my contention that valuing mathematical inquiry as a pursuit of truth is a better mindset in which to approach the practice of mathematics, rather than exalting practicality. This paper will demonstrate one unexpected reason to support such a philosophical view: it actually leads to more practical applications of mathematical endeavors than would otherwise be discovered.
Support for this theory may be found in the life of George Berkeley. This paper will examine the historic mathematical implications of Berkeley’s philosophical convictions: the refinement of real analysis and the development of nonstandard analysis. Berkeley not only answers the question of why we need philosophical integration in mathematics, but also how we approach such integration: through Christian faith. This paper will close by examining the latter.