Abstract
In the February 1978 issue of the Arithmetic Teacher, Lichtenberg invited mathematics educators to engage in dialogue on the topic of mathematical symbolism. It is vital that we do so. Lichtenberg's suggestions belong to a doctrine of pedagogical formalism laid out in the sixties, one that has natural appeal for mature students of mathematics. But formalistic methods may not be effective with mathematically immature students. Indeed, it is likely that formalistic methods sacrifice the very goal they purportedly seek, achievement of meaning.
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