A Conversation with Alan Bishop

Abstract

We wondered, why does the mystery of mathematics seem to disappear from students: Is it because teachers have never experienced mathematical mystery? We wondered would more use of projects and investigations promote a range of mathematical values than is possible when only traditional teaching approaches are used? We wondered do teachers and students need to reach some threshold of mathematical knowledge if they are to see the inherent mathematical values that help to hold the potential disparate elements of mathematics together? These and other wonderings emerged as Alan Bishop and the author engaged in conversation that culminated some 25 years of pondering mathematical values together.