Difference between revisions of "John Mighton"
Jump to navigation
Jump to search
(two transcluded quotes) |
(flow, ref style) |
||
| (3 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
| − | '''John Mighton''' is a Canadian playwright and mathematician. | + | '''John Mighton''' is a Canadian playwright and mathematician. He had a small part in "[[Good Will Hunting]]".<ref>https://www.imdb.com/name/nm0585906</ref> |
| − | He had a small part in "[[Good Will Hunting]]". | + | |
| − | He volunteers 40 to 50 a week for | + | He volunteers 40 to 50 a week for Junior Undiscovered Math Prodigies (JUMP), a math-tutoring group he founded in Toronto, and wrote two books about how to teach math. |
| − | |||
*''The Myth of Ability: Nurturing Mathematical Talent in Every Child'' (Sep 1, 2004) | *''The Myth of Ability: Nurturing Mathematical Talent in Every Child'' (Sep 1, 2004) | ||
*''The End of Ignorance: Multiplying Our Human Potential'' (Aug 12, 2008) | *''The End of Ignorance: Multiplying Our Human Potential'' (Aug 12, 2008) | ||
| Line 10: | Line 9: | ||
*{{Mighton-abilities-emerge}} | *{{Mighton-abilities-emerge}} | ||
| − | {{DEFAULTSORT: Mighton, John}} | + | ==References== |
| + | {{reflist}} | ||
| + | |||
| + | {{DEFAULTSORT:Mighton, John}} | ||
| − | [[Category: Mathematicians]] | + | [[Category:Mathematicians]] |
| − | [[Category: Academics]] | + | [[Category:Academics]] |
| − | [[Category: Education]] | + | [[Category:Education]] |
| − | [[Category: Authors]] | + | [[Category:Canadian Authors]] |
Latest revision as of 20:33, May 6, 2021
John Mighton is a Canadian playwright and mathematician. He had a small part in "Good Will Hunting".[1]
He volunteers 40 to 50 a week for Junior Undiscovered Math Prodigies (JUMP), a math-tutoring group he founded in Toronto, and wrote two books about how to teach math.
- The Myth of Ability: Nurturing Mathematical Talent in Every Child (Sep 1, 2004)
- The End of Ignorance: Multiplying Our Human Potential (Aug 12, 2008)
Quotes
- One of the great mistakes we make with children who are challenged is to start at too high a level and not to work back and forth between different levels of abstraction.
- ... the brain can acquire new abilities that emerge suddenly and dramatically from a series of small conceptual advances.