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Students have a complex relationship with mathematics. Some love it, but more often than not, the feelings are less favorable. These feelings can lead to decreased motivation which makes it difficult for students to engage with the subject as the semester progresses. Instructors also have difficulty addressing this waning motivation. In this paper, we claim peers are better able to connect with the students and this can be leveraged to better motivate students. We present an approach to having peers motivate their students. These peer interactions integrated with a mandatory mathematics course might improve students’ motivation. [ABSTRACT FROM AUTHOR]

Maths comes to life in human interaction. This has consequences for the mathematics itself. This paper discusses how this “coming to life” of mathematics in different social arenas influences the foundations of maths. We will argue that this influence is profound, to the extent that it is hard to upkeep the idea that there is or should be one foundation on which all mathematics can be built. [ABSTRACT FROM AUTHOR]