A prevalent theme of much of popular mathematical exposition and debates about mathematics education concerns how to interest a wider population in matters mathematical. For the most part I feel that essays that try to present the “beauty” of mathematics are doomed to failure, as are most discussions of esthetics. The underlying goal of such writing is a legitimate and laudable attempt to show the appeal of math. But I fear it succeeds only with those already converted. So is there another way?
See the Lure of Mathematics Conundrum
One of my favorite bloggers, Kevin Drum, decided to relieve the tedium of our current political anarchy by whacking the hornets’ nest of the high school mathematics curriculum, in particular the subject of plane geometry. You can tell from the tag list on my blog that I hold plane geometry in high regard and can’t let this gibe pass without some rebuttal, futile as it may be. Actually, I am not going to weigh in on the general issue of the current math curriculum that much, but rather make a few observations from my own experience over the years as it relates to 
Given the aggravating times, I thought I would vent my frustration by ranting on a somewhat nonsensical topic: “The fact that the earth revolves around the sun, rather than the sun around the earth.” This assertion is often used to separate the supposed dunces from the enlightened. It is put on the same level as “the fact that the earth is round (a sphere) and not flat” with the dunces labeled “flat-earthers.”
The subtext of this essay might be “word problems,” since the stream of thoughts that led to the za’irajah (zairja) began with a paper I read, while searching for potential problems for this website, on the history of word problems in high school texts in algebra in the 20th and 21st centuries. The following statement by Lorenat caught my attention:
One of the books that has stuck with me over the years is Carl Becker’s The Declaration of Independence (1922, reprint 1942), not only for its incredibly clear and beautiful writing but also for its emphasis on the impact of the revolution most prominently caused by Isaac Newton, which was later subsumed under the term Scientific Revolution covering the entire 17th century. A consequence of this remarkable period was the so-called Enlightenment that followed in the 18th century and became the soil from which our nation’s founding ideas and documents sprang. Both these centuries have been further optimistically called the Age of Reason.
It is a bit presumptuous to think I could reduce the universe of mathematics to some succinct essence, but ever since I first saw a column in Martin Gardner’s Scientific American Mathematical Games in 1967, I thought his example illustrated the essential feature of mathematics, or at least one of its principal attributes. And he posed it in a way that would be accessible to anyone. I especially wanted to credit Martin Gardner, since the idea resurfaced recently, uncredited, in some attractive videos by Katie Steckles and James Grime. (This reminds me of the Borges idea that “eighty years of oblivion are perhaps equal to novelty”.) See the 
This subject admittedly has only a tenuous relationship to mathematics (via arithmetic), but perhaps it can join more mathematically challenging political topics like voting and gerrymandering. In any case, I was stimulated to consider the idea of reapportioning the US Senate by the % US population of each state by an 8 December 2018 article in the Atlantic by former Congressman John Dingell, who advocated abolishing the Senate. I thought this a bit too Draconian and considered the percent population idea as a better compromise. It turned out I was not alone in having this (obvious) thought: I just came across a more extensive 2 January 2019 Atlantic article by Eric Orts that concurs with my idea about reapportionment of the Senate, discusses the legal ramifications in more detail, and echoes the benefits I mentioned as well as others. See 
I have always had a tenuous relationship with the concept of angular momentum, but recently my concerns resurfaced when I did my studies on Kepler, and in particular his 
This post continues a meditation on the nature of mathematics begun in Part I. It involves the perennial question about whether mathematics is invented or discovered, and consequently evokes questions about mathematical reality. This subject is probably of little interest to most people, and even most mathematicians. But the extremely heavy involvement of mathematics in the descriptions of quantum mechanics, and the even more mathematically abstruse excursions into ideas such as string theory in an effort to wed quantum mechanics to general relativity, force us to confront the central place mathematics has in “explaining” our physical reality. Of course, this essay has no definitive answers, and leaves the situation as a mystery. See 
This post is the first on a meditation on the nature of mathematics as I see it. I have been thinking about this for some time, and my thoughts were again stimulated by a March 2014 article I read in Slate by Brian Palmer that attempted a popularized explanation of the mathematical concepts associated with Zeno’s Paradox. It was a laudable effort that I applaud. So it is a bit churlish of me to critique it, but I felt its misconceptions got at the heart of some fundamental ideas about mathematics that I wanted to clarify.