scholarly journals Mathematics and Magic Realism: A Study of "The Raven Legend"

2021 ◽  
Vol 11 (2) ◽  
pp. 5-17
Author(s):  
Veselin Jungic
Keyword(s):  
Real World ◽  
Magic Realism ◽  
Mathematical Concepts ◽  
Franz Boas

This article demonstrates that “The Raven Legend”, a Haida myth transcribed by Franz Boas in 1888, is full of (ethno)mathematical concepts that Haida society used to make sense of the natural, real world. Calculus can be used to model several segments of the story since the narrative relied heavily on ideas that a mathematician would identify as the concepts of infinity and mathematical limits.

Party Time

2017 ◽  
Vol 23 (8) ◽  
pp. 462-465
Author(s):  
Sarah Quebec Fuentes
Keyword(s):  
Real World ◽  
Fifth Graders ◽  
Mathematical Concepts ◽  
Negative Numbers ◽  
Link Type ◽  
Entry Points ◽  
The Mean ◽  
Problem Solvers

In this month's Problem Solvers Solutions, second and fifth graders solve a problem that provides a real-world context relevant to students' lives, while addressing mathematical concepts including addition, division, negative numbers, and the mean. The experiences of the diverse grade range of students demonstrate that the task has multiple entry points and can be implemented in a variety of ways. Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. Find detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM.

Ideas

1988 ◽  
Vol 36 (4) ◽  
pp. 27-32
Keyword(s):  
Real World ◽  
Mathematical Concepts ◽  
Best Fit

Ideas this month focuses on using mathematical concepts and operations to decode holiday messages. Students will deal with vocabulary, operations, and application of mathematics to real-world situations. They will solve problems, analyze which of the coded solutions would best fit, and by substitution of the lettered answeer, be able to decode the greeting and detect the purposeful error.

Integrating Spreadsheets into the Mathematics Classroom

1988 ◽  
Vol 81 (8) ◽  
pp. 615-622
Author(s):  
Janet L. McDonald
Keyword(s):  
Real World ◽  
Computer Literacy ◽  
Mathematics Classroom ◽  
Mathematical Concepts ◽  
Business Courses ◽  
Real World Problems

Spreadsheets have become an integral part of computer literacy and business courses, allowing students to see the power of such utility software and use it to solve problems. But, the spreadsheet can also be an extremely effective tool in the mathematics classroom. There the spreadsheet can be used to help solve many real-world problems and, at the same time, promote students' understanding of important mathematical concepts and principles.

Tennis, Anyone?

2005 ◽  
Vol 98 (9) ◽  
pp. 586-592
Author(s):  
Ted R. Hodgson ◽  
Maurice J. Burke
Keyword(s):  
Real World ◽  
Advanced Mathematics ◽  
Mathematical Concepts ◽  
Skill Levels ◽  
Basic Properties ◽  
Solution Strategies ◽  
Real World Setting ◽  
Hands On ◽  
Mathematical Techniques

In this article, we present an engaging problem that is accessible to students at a variety of grade and skill levels. The problem is drawn from a common, real–world setting (tennis) and illustrates how a single problem can be solved in many ways by using increasingly powerful mathematics. We present these solution strategies as a sequence, beginning with informal hands–on activities and progressing to more formal and advanced mathematics. By considering the variety of solution strategies and by seeing how advanced mathematical techniques arise from basic properties and phenomena, students can develop a connected view of mathematics. The tennis problem allows students to develop an understanding of mathematical concepts and methods in a bounded setting.

Maximizing Area and Perimeter Problems

2021 ◽  
Vol 114 (1) ◽  
pp. 41-46
Author(s):  
Samuel L. Eskelson ◽  
Brian E. Townsend ◽  
Elizabeth K. Hughes
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Mathematical Concepts ◽  
Area And Perimeter ◽  
Technological Tool ◽  
Real World Problems

Use this context and technological tool to assist students in embracing the mathematical and pragmatic nuances of “real-world” problems so they become fertile opportunities to explore mathematical concepts, express reasoning, and engage in mathematical modeling.

scholarly journals Percent: A Privileged Proportion

1995 ◽  
Vol 65 (4) ◽  
pp. 421-481 ◽  
Author(s):  
Melanie Parker ◽  
Gaea Leinhardt
Keyword(s):  
Real World ◽  
Mathematical Concept ◽  
Mathematical Concepts ◽  
History Of ◽  
Multiple Uses ◽  
Multiplicative Structures

Why is percent, a ubiquitous mathematical concept, so hard to learn? This question motivates our review. We argue that asking the question is worthwhile because percent is universal and because it forms a bridge between real-world situations and mathematical concepts of multiplicative structures. The answer involves explaining the long history of the percent concept from its early roots in Babylonian, Indian, and Chinese trading practices and its parallel roots in Greek proportional geometry to its modern multifaceted meanings. The answer also involves specifying what percent is: its meaning (fraction or ratio) and its sense (function or statistic). Finally, the answer involves understanding the privileged language of percent—an extremely concise language that has lost its explicit referents, has misleading additive terminology for multiplicative meanings, and has multiple uses for the preposition of. The answer leads to speculation, in light of previous research, concerning what can be done to teach percent—and other multiplicative mathematical concepts—more effectively.

The Real World: Conserving Biocultural Diversity: A Profile of Katy Moran

2000 ◽  
Vol 22 (1) ◽  
pp. 47-48
Author(s):  
Rob Winthrop
Keyword(s):  
Public Policy ◽  
Real World ◽  
First Century ◽  
Biocultural Diversity ◽  
History Of Anthropology ◽  
Bureau Of Indian Affairs ◽  
Franz Boas ◽  
The Real ◽  
Policy Domain ◽  
History Of

The challenge of forging connections between anthropology and public policy is a lesson each generation must apparently relearn. The history of anthropology certainly offers good examples. But we also need to look to our contemporaries for models of successful practice. However impressive figures such as Franz Boas or Philleo Nash (Commissioner of the Bureau of Indian Affairs, among other posts) may be, they faced different challenges and employed different strategies to reach their goals. As we stagger across that bridge to the twenty-first century, efforts to utilize anthropology in the policy domain appear far more challenging—both ethically and practically—than they did fifty or eighty years ago.

Technology Tips: A Mathematical Look at a Free Throw Using Technology

1996 ◽  
Vol 89 (9) ◽  
pp. 774-779
Author(s):  
Charles Vonder Embse ◽  
Arne Engebretsen
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Free Throw ◽  
Problem Situations ◽  
Real World Problem

Technology can be used to promote students' understanding of mathematical concepts and problem-solving techniques. Its use also permits students' mathematical explorations prior to their formal development in the mathematics curriculum and in ways that can capture students' curiosity, imagination, and interest. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) recommends that “[i]n grades 9–12, the mathematics curriculum should include the refinement and extension of methods of mathematical problem solving so that all students can … apply the process of mathematical modeling to real-world problem situations” (p. 137). Students empowered with technology have the opportunity to model real-world phenomena and visualize relationships found in the model while gaining ownership in the learning process.

Practical Geometry Problems: The Case of the Ritzville Pyramids

1993 ◽  
Vol 86 (3) ◽  
pp. 198-200
Author(s):  
Donald Nowlin
Keyword(s):  
Real World ◽  
Washington State ◽  
Traditional Curriculum ◽  
Mathematical Concepts ◽  
Evaluation Standards ◽  
Geometry Problem ◽  
Eastern Washington ◽  
Practical Geometry ◽  
The Relationship ◽  
Real World Problems

The wheat-producing country of eastern Washington state furnishes a practical example of an applied geometry problem requiring only a knowledge of the relationship between the parts of a circle and the parts of a right triangle. The solution of this problem is related to several topics in the Curriculum and Evaluation Standards (NCTM 1989) that do not appear in a traditional curriculum. One of the main features of this example is that it shows that memorized formulas from textbooks must sometimes be modified to fit real-world problems. The solution of the problem requires the students to make some desirable connections among mathematical concepts that may otherwise be perceived as unrelated.

Daily Journals Connect Mathematics to Real Life

2000 ◽  
Vol 5 (8) ◽  
pp. 526-531
Author(s):  
Lillie R. Albert ◽  
Jennifer Antos
Keyword(s):  
Learning Process ◽  
Real World ◽  
Journal Writing ◽  
Real Life ◽  
Fifth Grade ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Writing Project ◽  
Know How ◽  
Inclusion Classroom

Why are we learning this? Why do we have to know how to do this? When are we ever going to use this outside of class?” Do these questions sound familiar to you? Students in mathematics classes commonly ask these questions when they are unable to make connections between what they are learning in the classroom and their daily lives. This article discusses the importance of relating mathematics to students' everyday lives. When children make connections between the real world and mathematical concepts, mathematics becomes relevant to them. As mathematics becomes relevant, students become more motivated to learn and more interested in the learning process. This article describes a journal-writing project developed in a fifth-grade total-inclusion classroom and specifies the major features of the writing project, including the framework used to assess student learning.

Sign in / Sign up

Export Citation Format

Share Document