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Writings by Stephen I Brown

• Towards Humanistic Mathematics Education

• A Modern / Ancient Encounter with Text: Revisiting the Talmud

• Thinking Like A Mathematician

• Philosophy of Mathematics Education: POM(E), PO(ME) or POE(M)?

• Math Lingo vs. Plain English: Multiple Entendre

• My Progressive Education through Progressive Education

• The "Honor" of Being a Horizontal Thinker in a Vertical World

• To Love the Work and Work the Love

Writings about Stephen I. Brown

The following book is a festschrift in honor of Stephen I. Brown's retirement. It consists of essays and personal anecdotes edited by two of his former doctoral students. There are contributions by his students, colleagues/scholars in the field and family members. Many of the essays elaborate upon themes that he has written about, such as: philosophy of mathematics, progressive education, philosophy of humor, problem posing and its relationships to problem solving, mathematics and humanism, and what- if--not thinking, rethinking the relationship of mathematics to the real world and curriculum implications.

Educational Transformations: The Influences of Stephen I. Brown, Frances Rosamond and Larry Copes, editors, Bloomington, Indiana, AuthorHouse Publishing Company, 2006

Books and Monographs

1. Some "Prime" Comparisons. Reston, Virginia; National Council of Teachers of Mathematics, 1978.

A re-examination of ideas in elementary number theory based upon a shift of focus from the set of natural numbers to other domains. This book provides a rationale and strategy for altering perspective in investigating problems and for using "pseudo-history" as a point of departure for intellectual investigation.

2. Creative Problem Solving. Albany: Bureau of Mathematics Education, 1978; revised edition, 1990.

Chief author of this publication which is based upon a symposium held in Albany by the State Education Department.

3. Unified Mathematics, Book 2 (with William Bailey, Alice King, John Graham, and Gerald Rising), Boston, Houghton Mifflin, 1982.

A high school text which introduces several new topics into the tenth grade curriculum and attempts to integrate the different branches of mathematics.

4. The Art of Problem Posing (with Marion Walter), The Franklin Institute Press, 1983; revised edition by Lawrence Erlbaum and Associates, Hillsboro, NJ, 1986; second edition by Lawrence Erlbaum and Associates, Hillsboro, NJ and London, 1990.

A book on theoretical and practical aspects of problem posing in relationship to problem solving.

5. Student Generations, Consortium for Mathematics and its Applications, COMAP (under sponsorship of the National Science Foundation), Arlington, MA, 1987.

A module for high school mathematics teachers which provides pedagogical and philosophical analyses of problem posing and solving.

6. Readings from PROGRESSIVE EDUCATION.- A Movement and Its Professional Journal, edited with Mary Finn and assistance of Eileen T. Brown, University Press of America, Lanham, MD, 1988.

An edited collection of essays from the inaccessible journal "Progressive Education" for students of curriculum as well as social foundations; compiled at the request of The John Dewey Society, and subsidized by a grant-in-aid from The Dewey Foundation.

7. LArte del Problem Posing, translated by Alberta de Flora, Societa Editrice Internazionale, Torino, Italy, 1988.

8. The Art of Problem Posing, translated by Pyung Rhim II Young, Japanese translation, The English Agency (Japan) Ltd., 1992.

9. Problem Posing: Elaborations and Applications edited with Marion I. Walter, Lawrence Erlbaum and Associates, Hillsboro, N.J., 1993

An edited collection of essays that expand upon, apply and criticize schemes developed in The Art of Problem Posing (no. 4 above).

10. Posing Mathematically, Heinemann Press, 1996.

A mathematical novel for teachers as part of a series sponsored by a grant from the National Science Foundation to implement the Standards movement.

11. Cooney, T., Brown, S.I., Dossey, J; Schrage, G; Wittmann, R. (1996), Mathematics, Pedagogy and Secondary Mathematics Education, Heinemann Publishing Co., Portsmouth, NH.

A collection of essays for mathematics teachers which puts into practice ideas of the Standards movement.

12. Reconstructing School Mathematics: Problems with Problems and the Real World, Peter Lang Publishing, Inc. NY, NY, 2001.

A critical examination of two themes in the modern reform movement from a humanistic perspective: the uses and misuses of problems and real world connections.

13. The Art of Problem Posing (with Marion Walter), third edition, Lawrence Erlbaum and Associates, Hillsboro, NJ and London 2005.

New features include: discussion of problem posing in the context of the NCTM Standards, interview with colleague who incorporated text's writing schemes, computer applications, critique of problem posing research.

1. On Bottlenecks in Mathematics Education, in Readings in the Philosophy of Education: A Study of Curriculum, Jane Martin, ed., Allyn and Bacon, 1970, pp. 280-294. (Derived in part from an article printed in: Teachers College Record, Vol. 70, No. 3, 1968, pp. 199-212.)

2. A New Multiplication Algorithm," in Basic Concepts of Elementary Mathematics, John Peterson, editor, Prindle, Weber and Schmidt, 1978, pp. 120-129. Reprinted from: The Arithmetic Teacher, Vol. 22, No. 7, November 1975, pp. 546-554).

3. The Teacher Centered Classroom, Organizing for Classroom Instruction, Yearbook of National Council of Teachers of Mathematics, Reston, VA, 1977, pp. 186-197, (with Gerald R. Rising and Lawrence N. Meyerson).

4. Problem Solving and Teacher Education: The Humanism Twixt Models and Muddles, Chapter I in Studies in Mathematics Education, edited by E. Jacobsen, Vol. 4, UNESCO Paris, 1985, pp. 3-29.

5. The Logic of Problem Generation: From Morality and Solving to De-Posing and Rebellion, in Girls Into Maths Go, London, edited by Leone Burton; Holt, Saunders, Publishing Co. p. 198-218. (Revised and reprinted from For The Learning of Mathematics, Vol. 4, No. 1, 1984), 1986, pp. 198-218.

6. Mathematics Teacher Education, (with Douglas Jones and Thomas J. Cooney), in Handbook of Research on Teacher Education, Robert Houston, editor; MacMillan, 1990, pp. 639- 656.

7. How Much Static Can the Broadcast Metaphor Stand, Proceedings of the Fourth International Conference on the Systematic Cooperation of Theory and Practice, edited by Falk Seeger and Heinz Steinbring, Institut für Didaktik der Mathematik, Brakel Germany, 1992, pp. 7-31.

8. In the Classroom: Student as Author and Critic, (with Marion I. Walter), Chapter I in Problem Posing: Reflections and Applications: Hillsdale, NJ, Hove and London: edited by Stephen I. Brown and Marion I. Walter,. Lawrence Erlbaum Associates, 1993, pp. 7-13; [revised from chapter 7 of Book # 4 above].

9. The Logic of Problem Generation: From Morality and Solving to De-Posing and Rebellion; Chapter 9, in Problem Posing: Reflections and Applications: Hillsdale, NJ, Hove and London: edited by Stephen I. Brown and Marion I. Walter, Lawrence Erlbaum Associates, 1993, pp. 92- 103 [revised from article no. 46 below].

10. Problem Posing in Mathematics Education, (with Marion I. Walter), Chapter 2 in Problem Posing: Reflections and Applications: Hillsdale, NJ, Hove and London: edited by Stephen I. Brown and Marion I. Walter, Lawrence Erlbaum Associates, 1993, pp. 16 - 27 [revised from article no. 52 below].

11. How to Create Problems, Chapter 18 in Problem Posing: Reflections and Applications: Hillsdale, NJ, Hove and London: edited by Stephen I. Brown and Marion I. Walter, Lawrence Erlbaum Associates, 1993, pp. 174 - 177 [revised from Book no. 2 above].

12. Mathematics and Humanistic Themes: Sum Considerations, Chapter 26 in Problem Posing: Reflections and Applications: Hillsdale, NJ, Hove and London: edited by Stephen I. Brown and Marion I. Walter, Lawrence Erlbaum Associates, 1993, pp. 249-278 [revised from article no. 19 below]

13. Towards a Pedagogy of Confusion, Essays in Humanistic Mathematics, Alvin White, editor, Washington, D.C., Mathematical Association of America, 1993, pp. 107 - 122.

14. The Problem of the Problem and Curriculum Fallacies, Chapter 14 in Constructing Mathematical Knowledge Epistemology and Mathematical Education, Paul Ernest, editor, London & Washington, The Falmer Press, 1994, 175-189.

15. Towards Humanistic Mathematics Education, in (First) International Handbook in Mathematics Education, Alan Bishop, editor, Dortrecht, The Netherlands, Kluwer Press, 1996, 1289 - 1331.

16. A Modern/Ancient Encounter with Text: Talmudic Format in Secular Contexts, Essays in Education and Judaism in Honor of Joseph S. Lukinsky, Burton Cohen and Adina Ofek, editors, New York, New York, Jewish Theological Seminary Press, 2002, 223- 241.

17. The Emotional Climate of Discovery Learning (with Raffaella Borasi), Educational Transformations: The Influences of Stephen I. Brown, Frances Rosamond and Larry Copes, editors, Bloomington, Indiana, AuthorHouse publishing Company, 2006, 326- 346.

1. Of Prime Concern: What Domain?, The Mathematics Teacher, Vol. 58, No. 5, May 1965, pp. 402-407.

2. Implications of an Operation Uniquely Defined With Respect to an Equivalence Relation: The 'Freeing' of Vectors, The Mathematics Teacher, Vol. 59, No. 2, February 1966, pp. 115-123.

3. Multiplication, Addition and Duality, The Mathematics Teacher, Vol. 59, No. 6, October 1966, pp. 543-550 and 591.

4. Prime, Elementary and Fundamental Comparisons, The Pentagon, No. 26, Spring 1967, pp. 95-105.

5. Quite Rational Methods of Approximating Certain Irrationals, Primary British Mathematics, Journal), Vol. 6, No. 1, Winter 1968, pp. 37-44.

6. Prime Pedagogical Schemes, American Mathematical Monthly, Vol. 75, No. 6, June-July 1968, pp. 660-664.

7. On Bottlenecks in Mathematics Education, Teachers College Record, Vol. 70, No. December 1968, pp. 199-212.

8. What If Not?, (with Marion I. Walter) Mathematics Teaching, No. 46, Spring 1969 (British Journal), pp. 38-45 .

9. Signed Numbers: A Product of Misconceptions, The Mathematics Teacher, Vol. 62, No. 3, March 1969, pp. 183-195.

10. What If Not? An Elaboration and Second Illustration, (with Marion I. Walter) Mathematics Teaching, (British Journal), No. 51, Spring 1970, pp. 9-17.

11. Morality and the Teaching of Mathematics, (with Joseph Lukinsky) New York Ethical Culture Society, Vol. 1, No. 2, 1970, pp. 2-12.

12. Missing Ingredients in Teacher Training: One Remedy, (with Marion Walter) American Mathematical Monthly, Vol. 78, No. 4, April 1971, pp. 399-404

13. Rationality, Irrationality and Surprise, Mathematics Teaching, No. 55, Summer 1971, pp. 13-19.

14. Learning by Discovery in Mathematics: Rationale, Implementation and Misconceptions, Educational Theory, Vol. 21, No. 3, Summer 1971, pp. 232-260.

15. The Roles of the Specific and General Cases in Problem Posing (with Marion I. Walter) Mathematics Teaching, No. 59, Summer 1972, pp. 5-7 .

16. Problems in Gestalt Psychology and Traditional Logic: A New Role for Analysis in the Doing of Mathematics (with Gideon Keren) ATMNE Journal (Association of Teachers of Mathematics of New England), Vol. 5. No. I Fall 1972, pp. 5-13

17. On Robert Graves Comment on the Role of Negation, Marion I. Walter), Leonardo (International Journal of the Contemporary Artist), Vol. 5, Summer 1972, pp. 286 (with Marion I. Walter)

18. Teacher Preparation: The Dilemma of What Is vs. What Might Be In the Teaching of Mathematics, (with Marion I. Walter) Mathematics Teachers Journal , (New York State), Vol. 23, No., 1, January 1973, pp. 15-20 .

19. Mathematics and Humanistic Themes: Sum Considerations, Educational Theory, Vol. 23, No. 3, Summer 1973, pp. 191-214.

20. Musing on Multiplication, (British Journal), Mathematics Teaching, No. 61, December 1974, pp. 26-30.

21. A New Multiplication Algorithm: On the Complexity of Simplicity, The Arithmetic Teacher, Vol. 22, No. 7, November 1975, pp. 546-554.

22. From the Golden Rectangle and Fibonacci to Pedagogy and Problem Posing, Mathematics Teacher, Vol. 69, No. 3, March 1976, pp. 180-186.

23. Discovery and Teaching a Body of Knowledge, Curriculum Theory Network, Vol. 5, No. 3, April 1976, pp. 191-218.

24. The New Crisis in School Mathematics, (with Gerald R. Rising) (a) Search (research quarterly of 64 SUNY campuses and SUNY Research Foundation), Vol. 1, No. 3, 1976, pp. 4-12. (b) New York Teacher (magazine section), reprinted October 24, 1976, pp. 17-24 .

25. New Math Reprise, (with Gerald R. Rising) Mathematics Teachers Journal, Vol. 26, No. 3. Fall 1976, pp. 113-125 .

26. Problem Posing and Problem Solving: An Illustration of their Interdependence, (with Marion I. Walter), Mathematics Teacher, Vol. 70, No. 1, Fall 1977, pp. 4-13

27. On Un-Covering Gold, Educational Theory, Vol. 27, No. 1, Winter 1977, pp. 80-83.

28. Gold From Straw by Metaphor, Proceedings on the Gifted and Talented, University at Buffalo, Second Annual Elementary Mathematics Conference, May, 1977, p. 37-44.

29. The Product of Signed Numbers: Dissection of an Unmotivated Proof, Mathematics Teacher Journal, Vol. 28, No. 2, Spring 1978, pp. 67-70.

30. One Third Cherokee: Problem Solving, Teaching and Intuition, (with Gerald Rising) Educational Studies in Mathematics. (Published in Holland), Vol. 9, No. 4, 1978, pp. 1-19 .

31. Alternatives to Chi Square, (with Gerald R. Rising) Mathematics Teaching (British Journal), Vol. 85, Dec. 1978, pp. 24-29.

32. Some Limitations of the Structure Movement in Mathematics Education: The Meaning of Why , Mathematics Gazette of Ontario (Canada); Vol. 17, No. 3, March 1979, p. 35-40.

33. The Product of Signed Numbers: Dissection of an Unmotivated Proof, Delta – K: The Journal of The Alberta Teachers Association, Vol. 18, No. 3, March 1979, pp. 33-36. revised from Mathematics Teachers Journal, Spring, 1978.

34. Integration of Religious Studies and Mathematics in the Day School, (with Joseph Lukinsky) Jewish Education, Fall 1979, pp. 28-36

35. The Development of New Curricula for the New Calculator, (with Gerald Rising), The Computing Teacher, Vol. 8, No. 2, Dec. 1980, p. 52-5.

36. Sharon's Kye, Mathematics Teaching, No. 94, March 1981, p. 11-17.

37. Ye Shall Be Known by Your Generations, For The Learning of Mathematics, No. 3, March 1981, p. 27-36.

38. Reflections On A Letter of Acceptance: An Effort At Communication, For The Learning of Mathematics , Vol. 2, No. 1, July 1981, p. 46-49.

39. Problem Posing: The Problem Generation Gap, Math Lab Matrix, No. 16, Fall 1981, p. 1-5.

40. Distributing Isomorphic Imagery, New York State Math Teachers Journal, Vol. 32, No. 1, Winter 1982, p. 21-30.

41. Teaching Whys and Wise Teaching, Teaching Philosophy, Vol. 5, No. 2, 1982, pp. 125-133.

42. Ye Shall Be Known By Your Generations, Problem Solving In the Mathematics Classroom, edited by Sidney Rachlin), Monograph of Alberta Teachers Association, April 1982, p. 146- 166 . Reprinted from For the Learning of Mathematics, March 1981.

43. On Humanistic Alternatives in the Practice of Teacher Education, Journal for Research and Development in Education, Summer 1982, Vol. 15, No. 4 p. 1-14.

44. A Search For Problematics in Problem Solving, Problem Solving , Vol. 4, Issue 7, July 1982, p. 1-4.

45. The Pursuit of Mathematics Teachers? Beliefs, Proceedings of the Fourth Annual Meeting of the Psychology of Mathematics Education Organization. 1982, p. 203215 (with Catherine Brown, Thomas Cooney and Douglas Smith)

46. E Kairorgia Knise Sta Mathematika Ton Scholeion, Mathematike Epitheorese (Mathematical Reviews, 25, Dec. 1983, p. 42-63. (reprint of the New Crisis in School Mathematics from Search 1976, Vol. 1, No. 3; (with Gerald R. Rising).

47. The Logic of Problem Generation: From Morality and Solving to Deposing and Rebellion, For the Learning of Mathematics, Vol. 4, No. 1, 1984, p. 9-20.

48. Ethnography, What Art Thou? (with Everett R. Hollister), The English Record, Vol. 35, No. 3, 1984, p. 20-22.

49. A Novel Approach to Texts, (with Raffaella Borasi), For The Learning of Mathematics, Vol. 5, No. 1, February 1985, pp. 21-23.

50. Liberal Education and Problem Solving: Some Curriculum Fallacies, Proceedings of the Philosophy of Education Society, (Edited by David Nyberg), Normal, Illinois, 1986, pp. 299-311.

51. Stalking the Dualism Between Theory and Practice, Proceedings of Second Conference on Systematic Co-operation Between Theory and Practice in Mathematics Education (1988; jointly with Thomas J. Cooney) National Institute for Curricular Development; Enschede, The Netherlands, pp. 21-40

52. The Effectiveness of Cross-Age Tutoring with Truant, Junior High School Students with Learning Disabilities, (jointly with Lazerson, D.; Foster, H.; Hummel, J), Journal of Learning Disabilities, Vol. 21, No. 2, 1988 pp. 253- 255.

53. Problem Posing in Mathematics Education, (with Marion Walter) Questioning Exchange, Vol. 2, No. 2, 1988, pp. 123-131.

54. An Author's Comments, Hands On! Vol. 11, No. 1, Spring 1988, p. 14.

55. Soundoff: Mathematics Teacher Preparation; A Challenge (with Raffaella Borasi), Mathematics Teacher, Vol. 82, No. 2, February 1989, pp. 88-89.

56. Teacher Reflections, Newsletter, Graduate School of Education, University at Buffalo, Fall 1989, 3.

57. Reflections on the Continuing Saga of Mathematics Teacher Education, (with Raffaella Borasi), New York State Mathematics Teachers Journal, Vol. 40, No. 3, 1990, pp. 172 - 177.

58. The Right to Be Wrong, For the Learning of Mathematics, Vol. 10, No. 3, November, 1990, pp. 37 - 38.

59. One More Revolution in Mathematics:, A Newest Math, Newsletter, Graduate School of Education, University at Buffalo, Summer, 1991, pp. 1,8,9.

60. Eine Annaherung an den Dualismus von Theorie und Praxis, ( with T. J. Cooney) Zentralblatt für Didaktik der Mathematik, 91/4, August 1991, 112 117. [a revision and translation of #50 above for the German publication, International Reviews of Mathematics Education]

61. My Progressive Education through Progressive Education, Pathways, Vol. 10. No. 3, 1994, pp. 13 - 22.

62. Excavating Beliefs and the Education of Teachers, Teaching and Learning: The Journal of Natural Inquiry, Vol. 9, No. 1, 1994, pp. 30 - 36.

63. Humacrostic, a poem, Humanistic Mathematics Network Journal, No. 10.,.1994, 43

64. Under the Name of Edspeak: Sanders Revisited, McGill Journal of Education, Vol. 30, No. 1, 1995, 103- 106.

65. Philosophy of Mathematics Education: POM(E), PO(ME) OR POE(M), Philosophy of Mathematics Education Newsletter, No. 8, 1995, 15- 18.

66. The "Honor" of Being a Horizontal Thinker in a Vertical World, University at Buffalo Graduate School of Education Newsletter: Summer, 1996; p. 3,6.

67. A Novel Venture, University at Buffalo Graduate School of Education Newsletter; Winter, 1997, p. 3 - 4.

68. To Love the Work and Work the Love: A poem; The Colors of Thought, The National Library of Poetry, Owings Mills, MD, 1996, p. 5.

69. Math Lingo vs. Plain English: Multiple Entendre, Humanistic Mathematics Network Journal, 15, July 1997, 5-10.

70. Thinking Like A Mathematician: A Problematic Perspective, For the Learning of Mathematics, (32), June 1997, 36 - 38.

71. A Modern / Ancient Encounter with Text: Revisiting the Talmud, University at Buffalo Graduate School of Education Newsletter, Fall, 1998.

72. Humanistic Mathematics: Personal Evolution and Excavations, Humanistic Mathematics Network Journal, 26, 71, 2002. Remaining 20 pages in Issue 27 on web at: http://www2.hmc.edu/www_common/hmnj/brown.pdf.

1. New Priorities in the Curriculum by Louise M. Berman, Merrill, 1968; Harvard Educational Review, Summer 1969, pp. 634-640.

2. Mindstorms, by Seymour Papert, Basic Books, 1980; Thinking: The Journal for Philosophy for Children, Fall 1982, Vol. 4, No. 1, pp. 50-53.

3. Mindstorms, by Seymour Papert in Problem Solving, Vol. 5, Issue 7/8, July/August 1983, pp. 3-6 (reprinted from (2) above).

4. Mindstorms, Mathematics Teaching, No. 107, June 1984, pp. 43-47 (reprinted from (2) above).

5. Mathematics and Humor. (with Jordan D. Brown) by John Allen Paulos (University of Chicago Press, 1980), in Thinking: The Journal of Philosophy for Children, Vol. 6, No. 1, Fall, 1985, pp. 52-56.

6. Fostering Educational Excellence: Towards a Non-Cybernetic View of Mind and Education, a book review essay on Arthur Bestor's Educational Wastelands, revised, 1985, in Urban Education, April 1987, Vol. 22, No. 1. pp. 115-125

1. Focus: On Learning Problematic Mathematics (with Leroy G. Callahan). The topic is: "Using Errors as Springboards for Learning Mathematics;" Chief contributor, Raffaella Borasi, Summer/Fall, Vol. 7, Nos. 3 and 4, 1986.

2. See citation for special issues edited of Harvard Educational Review under EDITORIAL BOARD MEMBERSHIP.

Contact:

Stephen I Brown works at the Graduate School of Education, University at Buffalo, Amherst, NY 14260.

Email: sibrown@acsu.buffalo.edu

Home page: http://www.gse.buffalo.edu/FAS/Brown/index.htm

Books published and available at http://amazon.com: http://www.amazon.com/exec/obidos/av-search/q%3D%22Stephen%2BI%2BBrown%22/002-4685220-4074052

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