— David GaeblerThe poetry of mathematics involves looking at old ideas in new ways and making unexpected connections between apparently disparate concepts.
Additional Faculty Information for David Gaebler
B.S. in Mathematics and Physics, Harvey Mudd College
M.A. in Biblical Studies, Westminster Seminary California
M.A. in Mathematics, UCLA
Ph.D. in Mathematics, University of Iowa
American Mathematical Society
Kappa Mu Epsilon
Generatingfunctionology: Bridging the Continuous and the Discrete.
Integration in Finite Terms: Possible, Impossible, and How We Know.
The Cauchy Functional Equation: A Simple Question with a Complicated Answer.
MTH 105: Mathematics and Deductive Reasoning
MTH 112: Integrated Calculus I-A
MTH 113: Integrated Calculus I-B
MTH 120: Calculus I
MTH 220: Calculus II
MTH 303: Mathematical Logic
MTH 310: Linear Algebra
MTH 320: Multivariable Calculus
MTH 340: Differential Equations and Dynamical Systems
MTH 370: Theory of Probability
MTH 403: Real Analysis
MTH 410: Abstract Algebra
MTH 415: Topics in Mathematics
Education is more than skill training. It includes reflection and contemplation and should ultimately engage the heart as well as the mind, leading us to rejoice in the wonders of the physical world, of human civilization, and of God’s own thoughts and actions.
Great are the works of the Lord, studied by all who delight in them, (Psalm 111:2). Teaching mathematics means not only teaching students to perform a sequence of tasks, but also to think mathematically — not only to solve a problem but to think about how it relates to other problems, and about why they are fortunate enough that the problem turned out to be solvable in the first place.
The human practice of mathematics involves both creativity and precision. There is a dance between intuition and rigor, as the flash of insight that solves a problem is followed by the careful deduction that verifies the insight and communicates it to others.
Although mathematics was always a reasonably pleasant area of study for me, I did not fall in love with it until high school competitions introduced me to the creative aspects of mathematical problem-solving, and college courses in real analysis and abstract algebra introduced me to the power and beauty of mathematical abstraction. I hope my students catch a glimpse of mathematics as I see it, both as a collection of invigorating challenges and as a satisfying conceptual edifice.