Math for everyone


Editors note - coming soon

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topic 1 - how and why should mathematics be for everyone?

topic 2 - Why do math?

Why Should and How Can Mathematics Be for Everyone?

Mr Damas and Mr David commemorate the International Day of  Mathematics by highlighting the importance of Mathematics.  They emphasise the importance of mathematical literacy and why math education should become more accessible. Read more

The Human Form of Mathematics

Bonolo Mohale reveals how maths is found in our everyday lives and how a more humane approach to mathematics requires patience and care – from students and their teachers. Another beauty extension of  already known contribustion: Bonolo Mohale reveals the human value of Mathematics”. Read more

Lessons that came with mathematics

Explore the transformative power of mathematics beyond numbers and equations in Jade Daniels’ thought-provoking column. Discover how mathematics has shaped her problem-solving abilities, reasoning skills, and even her capacity for communication and connection, offering valuable life lessons that extend far beyond the classroom. Read more

Table of Contents

topic 2 - Why do math?

Postgraduate studies and research are complex endeavours

Pursuing a PhD and finding your supervisor is not for the faint-hearted. Yet in this article, Mridul Ghosh writes how tenacity and patience got him where he is today. Read more

topic 3 - How to strive in math?

The lessons Mathematics has taught me

Philip tells us the life lessons that he picked up while focusing on mathematics at high school, and how valuable this has proven now, and will be in the future. Read more

Warrior in the garden

What lessons can be learned from the great Chinese military strategist and philosopher Sun-Tzu and his book The Art of War? Tristan Barnard shares how Sun-Tzu’s philosophy has helped him face higher education and Mathematics. Read more

Editor's Note

WISAARKHU aims to provide a diversity, not necessarily a jointly exhaustive collection, of perspectives on a chosen theme related to the learning and teaching of Mathematics. It is a magazine for inspiring, for creating awareness, for sharing experiences, for communicating, for connecting, and for reflecting.

It is not a research journal. It does not purport to endorse any particular opinion or approach to the learning and teaching of mathematics. Its readership is intended for all from across the globe with an interest in mathematics.

Each perspective expressed in the content of WISAARKHU is that of the author. It does not purport to reflect the opinions of the editor or Stellenbosch University or the affiliations of the authors.

Each theme aligned with one of the quarterly Psychology of Abstract Mathematics discussions. The choice of each discussion theme is inspired by a challenge encountered in the learning and teaching of mathematics;

In this way the theme ‘Competition or Collaboration in Mathematics’ evolved for the first volume of WISAARKHU. There are four topics each speaking to a sub-theme of the overall theme that evolved from the contributions, namely, perspectives within and beyond mathematics, voices of students, impact on the self, influence on learning and teaching of mathematics. Throughout the magazine you will meet students, mathematicians, teachers, psychologists, educationalists, and others interested in mathematics.

No matter your interest in or experience of Mathematics, I hope you will read this magazine acknowledging the intention with which it has been written.

Prof. Ingrid Rewitzky