Introduction
I was raised in France where mathematics are taught maybe a little like they are taught in the States. I liked the subject, because I figured out early that if you listened carefully to the teacher and understood what he said, you did not have to do anything else to get an A. I also liked English because having traveled to England, I spoke it better than my teachers which meant another A guaranteed without effort (This desire to do well with minimal effort is a characteristic of mathematicians: any time they have a painful job to do, they try to find a shortcut, a new algorithm, and sometimes they discover something in the process).
Anyway, in spite of all that, neither game nor puzzle was ever brought into the classroom and I did not hear about limits, infinity, paradoxes or any of the wild stuff in these essays till I was much older. What a shame! Maybe twice as many kids would have loved math! Maybe many dry algorithms would have appeared exciting because they enabled one to win!
These essays are the result of two experiences I have had teaching Math to Fifth Graders in New York City.
When I was a graduate student in Mathematical Statistics at Columbia University, my girlfriend got a job teaching 35 kids in a Bronx Yeshiva. She quickly decided that I should replace her when it came to teaching the math and I agreed. After a silly battle with the administration on why I did not wear a Yarmulke even though I was obviously Jewish, I started. At the time, there was widespread controversy over the usefulness of the New Math. I read a few articles, got bored, decided to sidestep the issue and played games with the kids instead. Many a scholar came to see me to object to my unorthodox methods and many a parent came to tell me how worried they were about their child's endangered future, but I was already arrogant as only the French can be when they have logic on their side. I held fast! The results were wonderful. The kids learned plenty, they discovered many things I wish I had at their age and I was happy for them.
Since leaving Columbia University, I have made a good living as an applied statistician working almost exclusively for Fortune 500 corporations who pay me to solve arcane and interesting statistical or computer problems (I'll have to write a book about that someday). Twenty years ago, I also discovered the game of Go and have been playing it regularly. I also taught statistics and computer classes at Hunter College and at NYU as a part-timer, discovered that I never knew a subject as well as when I had taught it. Overall, I enjoy teaching, if not its usually low remuneration.
Last fall, I volunteered to teach Go and Math in my daughter's Fifth Grade class. In the beginning, I just went there and observed Neil Zwillinger, the teacher of the class. I was immediately impressed with his ability to control the class, yet to also tell them fascinating stories outside the range of a classic narrow curriculum. After a few weeks, I started in earnest teaching them the rules of Go and giving them some math puzzles to solve. Neil's presence in the class solved the only problem I had had many years before: chaos in the classroom. But in addition, his encouragements at this stage were critical. The children also liked it! In fact, this class is the only place in my life where I have had standing ovations! Soon, I was taking the project seriously, writing up my notes for the next class as soon as possible. After a year's worth of teaching, I have decided to publish my class notes so that many other kids can enjoy the same games.
I am not a professional educator and I do not wish to get lost in what should or should not be in the curriculum of 10 year olds. But I do know that kids (and grown-ups too) must have fun if you want them to learn anything. About the rather advanced nature of the topics, I will simply tell a personal story: when I had a hard time flying a plane because I was too afraid, I took acrobatics flying lessons and conquered my fears. If you are afraid of Fifth Grade Math, jump right into advanced Math with these essays!
Jean-Claude Chetrit
Brooklyn, Fall 1998
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Last updated on January 8, 1999
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