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Equals in the wild: How mathematical equality is talked about in lessons
Full text linkEquality is a nuanced concept in mathematics, and the equals sign is used and interpreted in different ways. During professional development in language-responsive teaching, a group of teachers discussed the use of ‘equals’ in algebra lessons. This article considers how three of these teachers went on to invoke equality in their classroom interactions when teaching other topics. The cases observed suggest constructive resonances between conceptions of ‘equals’ and geometric relationships, and include examples of teachers balancing precision with fluency. We argue that attention to language in one mathematical topic may extend helpfully to other topics, but this is not automatic
Instructive Misadventures When Calculating Election-Related Probabilities
No full textThis article describes an interesting error I committed in the course of my research in voting theory. While embarrassing, the error has led to productive discussions about mathematical failure with my students in my probability and statistics course. I describe my mistake and discuss how the incorporation of such mistakes into the classroom can enhance student trust and engagement
Why the “Dead Silence” About the Slave Trade in \u3cem\u3eMansfield Park\u3c/em\u3e?
No full textLegend has it that Jane Austen excluded the topic of slavery in toto from the text of Mansfield Park even though (or because) the family patriarch, Sir Thomas Bertram, spends the first half of the novel on his estate in Antigua. It is true that Sir Thomas is off-camera. However, in the family circle one evening shortly after his return from the West Indies, the reticent heroine, Fanny Price, attempts to open a discussion of the slave trade—without success. Mansfield Park does not impose silence on the question of the slave trade; rather, it depicts the imposition of silence on the question of the slave trade. If the novel is intended to exclude the slave question, then this episode does not belong in the text. But it is entirely consonant with the surrounding narrative, not least because everyone involved (including Sir Thomas) acts in character. Fanny’s attempt to open a discussion of the slave trade comes to nothing, not because the author vetoes it (for it that were the case, why did she allow Fanny to speak in the first place?) but because those present let it die
LIVE: Not The Dark Ages
No full textThis week we\u27re bringing you a recording of a live discussion hosted by Climate Smart Missoula called Not the Dark Ages: Climate Science Continues Despite the Attacks. Justin hosts a conversation between Amy Martin, a journalist and creator of the award-winning podcast Threshold, and Dr. Christopher Preston, a philosophy professor at the University of Montana and author of several books, including his latest Tenacious Beasts.
In this conversation, Amy and Christopher talk about some of their favorite scientists, consider new technologies like AI and carbon capture to address environmental challenges and talk about how animals communicate with each other.https://scholarworks.umt.edu/anewangle_podcasts/1425/thumbnail.jp
Center for Biological Diversity v. U.S. Bureau of Land Management
No full textThe Ctr. for Biological Diversity v. U.S. Bureau of Land Mgmt. marks the Ninth Circuit’s second time considering the Willow Project, which plans to drill oil in Alaska. Environmental plaintiffs brought a series of claims under NEPA, the Reserves Act, ANILCA, and the ESA to stop or stall the Project. Plaintiffs focused on the BLM’s use of a “full field development standard” in assessing alternatives to the Project. Despite the range of claims, the Ninth Circuit allowed the Project to move forward, but on remand required the BLM to explain its reasoning for departing from the full field development standard in the 2023 Record of Decision
GLI Weekly, January 27, 2026
No full textAdvising Information -- Beyond the Classroom Experience Planning -- Seniors/Graduating class: Nominate a student speaker -- GLI Senior Highlight survey -- We\u27re recruiting a VISTA for the Franke GLI -- Save the Date: 2026 Martin Luth King, Jr. Lecture: Resistance, Resilience, and Radical Love with Dr. Regina Shands Stolfzfus -- Winter Welcome Back -- The Mansfield Center is hiring a Student Program Assistant to focus on communications, social media, and events for Spring and Summer 2026 -- Democracy Summit: Call for Proposals -- Spend your spring break making a difference with UM\u27s Alternative Breaks -- Looking for an opportunity after graduation? -- President\u27s Lecture Series - An Evening with Sean Sherman -- Makerspace Spring Workshops -- Scholarship Opportunities -- Bella and Murray Ressler Digital Humanities Fellowship at the United States Holocaust Memorial Museum, AY 2026-2027 -- Experiential Learning Scholarships -- Gilman Scholarshi
An operational framework for integrating content, cognition and language into planning for AEN mathematics learners within a CLIL context
Full text linkThe growing diversity in Content and Language Integrated Learning (CLIL) classrooms, particularly the inclusion of Additional Educational Needs (AEN) learners, highlights an urgent need for research addressing their unique challenges. These students often face compounded difficulties, navigating the dual demands of mastering subject content and developing proficiency in the instructional language, with limited frameworks to support their needs. This article presents an operational framework for integrating content, cognition, and language into planning mathematics education for AEN learners. Grounded in theoretical approaches such as communicative competence, CAPA, and pluriliteracies, the framework addresses key challenges in developing mathematical literacy. The framework provides a structured approach for planning in multilingual classrooms, offering a foundation for educators and policymakers to create equitable and effective learning environments that support mathematics learners
Genre-based socialization practices in teaching and learning of geometric proof in language diverse classrooms
Full text linkThe present study reports on analysis of how two teachers in Lebanon, and their students navigated the learning and teaching of geometric proof in English, in a context in which Lebanese Arabic is the language of home and wider society. One of the teachers taught in a public school, the other in a private school. The study focuses on language socialization practices in the two grade-seven classrooms, in relation to the specific genre of geometric proof. The focus is not directly on proving as a cognitive process; rather, the study explores the interactional process of interpreting and constructing geometric proofs as a form of textual organization. This focus is consistent with the theoretical framing in which learning mathematics is understood as a process of socialization into mathematical discourses, of which the proof genre is a part. The findings reveal four main sets of socialization practices in relation to the genre of geometric proof. These sets of practices were guiding, obtaining information, deducing and attending to accuracy and precision
The Legal Philosophy Behind Zoos Confinement of Animals
Full text linkIn my essay, I will be diving into the controversial issue of Animal containment, focusing on zoos in the United States. I will be taking this opportunity to establish a new way of thinking about the argument which states the pros of zoos outweigh the negative effects they have on the animals who live there. Neither side of the argument has a malicious intention towards harming animals. Instead, each side shows a different approach of what it is to properly care, and respect for animal rights. Those arguing in support of zoos commonly reference arguments dating back to Aristotle. However, in my argument against zoos, I will reference instances such as Happy the Elephant who was noted as an autonomous being yet kept in confinement, and visiting the case of Cecilia the Chimpanzee who was awarded person hood in Argentina. I will also be referencing notable philosophers such as Peter Singer and Martha Nussbaum. I will point out that zoos are detrimental to animals’ psychological health, which transfers into their physical health, while simultaneously diving into animal ethics in an attempt to clarify and connect the literature referenced in my essay
The Jefferson-D’Hondt method and majorization
No full textThis article investigates the interplay between apportionment functions and order-theoretic structures on population and allocation vectors. We define a class of functions, called apportionment maps, that respect population monotonicity, house monotonicity, and size monotonicity. A central focus is placed on the preservation or violation of majorization under these functions, with particular attention to the Jefferson method and related divisor schemes. By applying tools from convex analysis and the theory of Schur-convex functions, we characterize the extent to which fairness criteria are preserved under apportionment