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WORK IN PROGRESS: What Covid-19 teaches us about our humanity

  • Post author:Laurent Neveu-Marques
  • Post published:December 19, 2020
  • Post category:
  • Post comments:0 Comments

Laurent Neveu-Marques explores what the Covid-19 pandemic can teach us about humanities development, and where we need to focus our efforts in future.

Continue ReadingWORK IN PROGRESS: What Covid-19 teaches us about our humanity

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  • The Stigma Around Mathematics
    • • Are Mathematics Skills Important in the Workplace and Everyday Life?
      • What can you do with a Math degree?
      • My Math Journey
      • Math as a Language
      • I ANALYSE NUMBERS FOR A LIVING – AND I LOVE IT
      • My Journey
      • Some thoughts on the stigma associated with mathematics
      • A mathematical journey from the Andes to the Alps
      • Defend against the dangers of a fixed mindset: If past behaviour is the best predictor of future behaviour, why do A-grade students fail?
      • Modern approaches in acquisition and processing of earth resources
      • From a donkey herder to lecturer in financial risk management
    • • Stereotypes: An Obstacle or Trigger to Succeed with Mathematics?
      • The 3 Students
      • Limitless Minds: The latest neuroscience and learning that shows you can learn anything
      • How we can break the stigma that mathematics has an exclusively Eurocentric origin and authority in our world
      • My dream to be a mathematician
      • The highs and lows of my mathematics journey
      • Odyssey
      • Gender stereotypes in mathematics
      • Mathematics will find a way
      • The side effects of the fixed mathematics ability stigma
      • Ugh, Mathematics
    • • Can we Break the Stigma Humanizing Mathematics?
      • The stigma regarding mathematics for students with intellectual disabilities (Video)
      • Mathematics, a chameleon
      • The stigma of mathematics in low socioeconomic communities in relation to their ability to learn maths.
      • The human side of mathematics
      • A danger: how damaging stigma can appear in mathematics?
      • The art of distinguishing
      • Is Mathematics really hard? Or did we just learn in a hard way?
    • • What do we Learn from Other Disciplines?
      • Mindful mathematics
      • How an inability to self-assess can derail academic success
  • Collaboration | Competition
    • Mathematics is Everywhere
    • Collaboration & Competition Discussion Summary
    • • Perspectives across disciplines
      • Reflecting on competition
      • Is there a place for competition in mathematics?
      • “No one enters here if he is not a geometer”
      • On the History of Proving False ‘Theorems’
      • How neuroscience help us to understand numerical and mathematical cognition
      • Competition and Collaboration in Mathematics: A Case Study
    • • What do students say?
      • Your marks should not define who you are
      • My ongoing quest towards healthier academic competition
      • Gender Roles, Competition and Mathematics
      • The Equation
      • The Winner Takes It All
      • Lessons for life from solving complex antiderivatives
      • Distinctive thoughts on collaboration and competition
      • A Rant About Rats and Ants
      • The Rat Race
    • • Making a case for the better self
      • The value of collaboration
      • Could any type of competition be pushing us away from our “best self”?
      • Why we climb the mountain?
      • Mathematics Competitions and Women in Mathematics
      • “When you lose, do not lose the lesson”
      • Collaboration in Mathematics Olympiads
      • What to reward?
      • Should we compete or collaborate in an academic setting?
      • Come!
    • • On teaching mathematics
      • Teaching in and as a society
      • The Power of Perception: Mathematics and the Media
      • The Battle of the Memes
      • Competition: helping or hindering learning?
      • Growing Up A Mathematician
  • Mathematics During the Pandemic
    • Lo and behold – an existential crisis (VIDEO POEM)
    • • Experiencing the pandemic across disciplines
      • What we can learn from the history of epidemics
      • Meditate your way through COVID-19
      • What I learnt about learning under lockdown from 620 children (VIDEO)
      • Covid-19 Economics for South Africa: Five Key Facts
      • How to engage learners and develop their voices in the hybrid space (VIDEO)
      • Different testing techniques for COVID-19 (VIDEO)
      • Experiences as a Matric and how she has managed the challenges of COVID-19 head on (VIDEO)
      • Creative initiatives that have resulted from the pandemic (VIDEO)
      • How the Night Shelter for the homeless has managed during lockdown (VIDEO)
      • WORK IN PROGRESS: What Covid-19 teaches us about our humanity
      • Halt
      • HOW RESEARCH SHOULD BE COMMUNICATED – a lesson learnt from COVID 19
      • Berkley’s Critique of Calculus
    • • The mathematics of the pandemic
      • A little bit every day adds up in the long run
      • Mathematical Model for COVID-19 in China: Growing Up and Bending Down
      • Mathematics as a science, and during a pandemic (VIDEO)
      • Finding, and sharing, mathematical beauty in the world
      • A tool that provides a visualisation of the number of COVID-19 cases (VIDEO)
      • Modelling the progression of COVID-19 in South Africa and factors that may influence the spread (VIDEO)
      • Epidemics with renewed susceptibility
      • From fluttering and tumbling flight to stable gliding and periodic soaring
      • An introduction to interpolation and regression based modeling
    • • On teaching mathematics during a pandemic
      • Learning, unlearning and relearning
      • Going the Distance with Distance Learning
      • Technology for Online Teaching during Social Distancing
      • Design Content for Online Learning
      • Some reflections on online teaching
      • When teaching goes remote
      • How to create a sense of community in the virtual classroom (VIDEO)
      • COVID-19 quarantine teaching as an experiment in non-coercion (VIDEO)
      • Video Compression (with specific reference to Powerpoint slideshows)
      • Transitioning from a teacher with a physical presence in a classroom to an online provider (VIDEO)
    • • Assessing mathematics during a pandemic
      • Tips for online learning from a South African mathematics-for-engineering lecturer
      • How to assess for more than procedural fluency during remote learning (VIDEO)
      • Some ideas for online assessment
      • Mathematics Assessment during the COVID-19 lockdown
    • • On learning mathematics during a pandemic
      • Learning from home: obstacle or opportunity?
      • My Lockdown Experience
      • Lockdown experience
      • Going Digital And The Fears That Come With It
      • Overcoming Distance Learning during a Pandemic
      • Online Mathematics from a mom’s perspective
      • The obstacles and challenges around learning mathematics during a pandemic (VIDEO)
      • Studying mathematics during lockdown
      • Tips and tricks for thriving during Covid-19
      • Persevering amidst the darkness
    • • Protecting mental health during a pandemic
      • Psychological well-being during COVID-19 lockdown
      • ANXIETY IN CHILDREN: Help for parents during lockdown and beyond
      • What the numbers can tell us and what they simply cannot (VIDEO)
      • The importance of being mindful during a pandemic: Interview with Prof. Ellen Langer
      • Safeguarding your mental health during a pandemic
      • My experiences of the COVID-19 pandemic (VIDEO)
  • Resources
    • Make learning sticky, fast and fun
    • Different views, same competition?

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That which inspires the essence of the art of what is known

  • HOME
  • VOLUMES
    • Main Volume 2
    • Special Volume 1
    • Main Volume 1
    • Volume Archives
  • EVENTS
  • ART
    • Visual Art
    • Poetry
  • ABOUT
    • About Us
    • Meet the Team
    • Sponsors
    • Resources
  • CONTACT
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© Website created using Wordpress by Bethany Robinson