Bharath Sriraman
Biographic Data
| ID | 4288758 |
|---|---|
| NAME | Bharath Sriraman |
| GIVEN NAMES | Bharath |
| FAMILY NAME | Sriraman |
| SIGNATURE | SRIRAMAN B |
| AFFILIATIONS | University of Montana |
| ORCID | 0000-0002-3875-7207 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring the relationship between mathematical convergent and divergent thinking
Domain-specific CT and DT tasks show stable, replicable performance patterns • CT and DT are moderately positively correlated in mathematical contexts • Argumentation quality, not correctness, accounts for the CT–achievement association • Flexibility, not originality, is the DT component linked to achievement • Both CT and DT independently account for variance in mathematical achievement The relationship between convergent and divergent thinking …
Mathematical Precarity in the Age of Artificial Intelligence
Not long ago, the ability to truly understand why a mathematical truth holds — not just that it does — was a reliable sign of genuine mathematical talent. That game has changed. AI can produce sophisticated mathematical proofs and explanations on demand, without developing any of the thinking those outputs once required. My central claim is precise: AI has not, strictly speaking, broken the link between mathematical output and mathematical unders…
Sense, Nonsense, and the Hadamard Paradox
Mythological Systems and the Creative Process
This article advances a structural framework arguing that some mythological systems offer structural models that can illuminate aspects of contemporary creative processes in contexts marked by uncertainty, complexity, and ambiguity. Rather than proposing mythological belief or practice as a source of creative guidance, the article treats mythology as a cultural archive of cognitive structures that encode recurring patterns in human creativity. Dr…
Euclidean Embodiments in the Twenty-First Century
An allegorical thought experiment occurring in a pseudo Huxleyean world in the future is conducted, in which "Euclidean" geometry has been forgotten and can only be retrieved by traversing backward in time, physically and virtually by two protagonists, Alpha and Beta, inspired by the challenge issued by their teacher Aleph 1. In the year 136 A.H (After Huxley, or late twenty-first century of the Common Era), all instruction occurs virtually. Math…
Confronting Dogmatism in Gifted Education
Consciousness and Science
In modern science, the synthesis of “nature/mind” in observation, experiment, and explanation, especially in physics and biology increasingly reveal a “non-linear” totality in which subject, object, and situation have become inseparable. This raises the interesting ontological question of the true nature of reality. Western science as seen in its evolution from Socratic Greece has tried to understand the world by “objectifying” it, resulting in d…
No prominent works on this page.
Consciousness and Science
In modern science, the synthesis of “nature/mind” in observation, experiment, and explanation, especially in physics and biology increasingly reveal a “non-linear” totality in which subject, object, and situation have become inseparable. This raises the interesting ontological question of the true nature of reality. Western science as seen in its evolution from Socratic Greece has tried to understand the world by “objectifying” it, resulting in d…
Confronting Dogmatism in Gifted Education
Euclidean Embodiments in the Twenty-First Century
An allegorical thought experiment occurring in a pseudo Huxleyean world in the future is conducted, in which "Euclidean" geometry has been forgotten and can only be retrieved by traversing backward in time, physically and virtually by two protagonists, Alpha and Beta, inspired by the challenge issued by their teacher Aleph 1. In the year 136 A.H (After Huxley, or late twenty-first century of the Common Era), all instruction occurs virtually. Math…
Exploring the relationship between mathematical convergent and divergent thinking
Domain-specific CT and DT tasks show stable, replicable performance patterns • CT and DT are moderately positively correlated in mathematical contexts • Argumentation quality, not correctness, accounts for the CT–achievement association • Flexibility, not originality, is the DT component linked to achievement • Both CT and DT independently account for variance in mathematical achievement The relationship between convergent and divergent thinking …
Mathematical Precarity in the Age of Artificial Intelligence
Not long ago, the ability to truly understand why a mathematical truth holds — not just that it does — was a reliable sign of genuine mathematical talent. That game has changed. AI can produce sophisticated mathematical proofs and explanations on demand, without developing any of the thinking those outputs once required. My central claim is precise: AI has not, strictly speaking, broken the link between mathematical output and mathematical unders…
Sense, Nonsense, and the Hadamard Paradox
Mythological Systems and the Creative Process
This article advances a structural framework arguing that some mythological systems offer structural models that can illuminate aspects of contemporary creative processes in contexts marked by uncertainty, complexity, and ambiguity. Rather than proposing mythological belief or practice as a source of creative guidance, the article treats mythology as a cultural archive of cognitive structures that encode recurring patterns in human creativity. Dr…
Cognition (2 works) · Creativity in Education and Neuroscience (2 works) · Epistemology (2 works) · Mathematics Education and Teaching Techniques (2 works) · Philosophy (2 works) · Absolute (philosophy) (1 works) · Artificial Intelligence in Education (1 works) · Chaos, Complexity, and Education (1 works) · Classical Philosophy and Thought (1 works) · Cognitive and developmental aspects of mathematical skills (1 works)