'1+1 Might Not Equal 2': A Model for Critical Mathematical Inquiry That Goes Beyond Rote Learning
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Popular culture often depicts mathematics as a field of absolute certainty and truth. The equation 1+1=2 shows objectivity clearly. But a movement in math education questions this viewpoint not by claiming it is false but rather by employing the concept that '1+1 might not equal 2' as a teaching guide. This promotes more thorough study, challenging of assumptions, inquiry of many systems, and appreciation of the philosophical and cultural roots of mathematics. This paper contends that the '1+1 might not equal 2' framework is a potent catalyst for encouraging critical mathematical inquiry, moving beyond rote memorisation to a more nuanced and empowered knowledge of mathematics.
