Imagine new numbers

     As a child I wrote poems but abandoned the craft until many years later when I was a math professor; at that later time some of my poems related to ideas pertinent to my classroom.  For Number Theory classes "A Mathematician's Nightmare" gave a story to the unsolved Collatz conjecture; in Abstract Algebra "My Dance Is Mathematics" gave the mathematical history a human component.  
     My editor-colleague (Strange Attractors), Sarah Glaz, also has used poems for teaching --  for example, "The enigmatic number e."  And Marion Cohen brings many poems of her own and others into her college seminar course, "Truth & Beauty: Mathematics in Literature."  Add a west-coaster to these east-coast poet-teachers -- this time a California-based contributor: teacher, poet, and blogger (Math Mama Writes) Sue VanHattum.  VanHattum (or "Math Mama") is a community college math teacher interested in all levels of math learning.  Some of her own poems and selections from other mathy poets are available at the Wikispace, MathPoetry, that she started and maintains. Here is the poet's recent revision of a poem from that site, a poem about the invention (or discovery?) of imaginary numbers.

Imaginary Numbers Do the Trick      by Sue VanHattum    

Langston Hughes could do anything!

In the 1970s when I was a new professor (at Pennsylvania's Bloomsburg University), a particular colleague and I would chat occasionally about our teaching methods and compare them with the ways we'd been taught. We agreed that many of our teachers seemed to dump mathematics on us in any manner whatever -- supposing that, if we were smart enough, we would pick it up. We thought we were better teachers than our predecessors and yet I am haunted by knowing that the privileged -- whether by wealth or education or birthplace or whatever -- seldom see their advantage over those who are different. Still, some of us survive unlikely odds, being lucky enough to have an "I can do anything" attitude like that expressed by poet Langston Hughes (1902 - 1967) in "I, Too":

Teaching Math

When I was a new professor in the 1970s at Bloomsburg University (then Bloomsburg State College) my colleague PH and I discussed our teaching efforts and compared them with the ways we had been taught. We agreed that our university teachers seemed simply to dump mathematics on us in any manner whatever -- believing, it seemed, that those who were "smart enough" would pick it up.  (And other students should study sociology or communications  or the like.)  We and all around us worked to improve our teaching techniques and yet many years later it seems to continue that the privileged -- whether of wealth or education or gender or birthplace or whatever -- seldom see their advantages over those who are different.  And sometimes those of us who try the hardest fail our students because we do too much.  This latter idea led me to write this poem.