Creative Mathematics Education英文文献资料.docVIP

Creative Education 2012. Vol.3, No.1, 45-54 Published Online February 2012 in SciRes (http://www.SciRP.org/journal/ce) /10.4236/ce.2012.31008 Creative Mathematics Education Edgar E. Escultura G.V.P. College of Engineering, J. Nehru Technical University, Visakhapatnam, India Email: escultur36@ Received November 1 , 2011; revised December 7 , 2011; accepted December 19 , 2011 st th th Creativity and critical thinking are the core values of science. Since mathematics is its primary language, the student of mathematics must imbibe and consolidate them. Critical thinking is consolidated in the cri- tique of current mathematics and its foundations, creativity in the construction of a mathematical space or system. Therefore, the student of mathematics must go through the twists and turns of the critique-recti- fication of current mathematics and its foundations which in this paper focuses on the real and complex number systems that results in the construction of the contradiction-free new real number system and the complex vector plane. Since this is an expository paper on creative education much of the content is quoted from the Author’s previous works. Keywords: Adjacent Decimals; Axioms; Banach-Tarski Paradox; Russell Paradox; Creativity; Critical Thinking; Dark Number; Decimal Integer; Goldbach’s Conjecture; G-Limit; G-Norm G-Sequnce; Lexicographic Ordering; Recurring 9s; Self-Reference; Vacuous Concept; Fermat’s Last Theorem Introduction mathematics has not been grasped by mathematicians in general, e.g., the popularly accepted equation, 1 = 0.99···, is false be- cause the left and right terms are different objects. It is akin to saying apple = orange. We identify some ambiguity that must be avoided as it is a source of contradiction or paradox. We introduce and develop ma