The social and embodied nature at the heart of all knowing, doing, and learning contrasts with the images that pervade our cultural imagination of mathematical work as a solitary, cognitive activity. This article describes a playful experiment by the author group to do collective mathematics, in an extended effort to construct alternative images, instincts, and practices for ourselves. We present a pair of episodes of mathematical exploration that come from our work together and that we have seen as an early success, intimating features of a stabilized collective mathematics that we hope to continue pursuing. Coming from a single investigation of our group, these episodes offer narrative accounts of the parallel inquiries of subgroups, working to define and characterize a mathematical space we had collectively identified, and then to formulate and investigate conjectures about that space. The narratives are followed by a discussion of themes within and across them and reflections on their significance as a step toward self-organized collective mathematics.
Brady, Corey; Blough, Rachel; Hollister, Kaitlyn; Jordan, Peter (Tyree); Marshall, Samantha; Nichols, Isaac; Vogelstein, Lauren; and Wisittanawat, Panchompoo (Fai)
"Clockface polygons and the collective joy of making mathematics together,"
The Mathematics Enthusiast: Vol. 16
, Article 6.
Available at: https://scholarworks.umt.edu/tme/vol16/iss1/6