scholarly journals Applying Mathematical Concepts with Hands-On, Food-Based Science Curriculum

2015 ◽  
Vol 115 (1) ◽  
pp. 14-21 ◽  
Author(s):  
Ashley T. Roseno ◽  
Virginia G. Carraway-Stage ◽  
Callan Hoerdeman ◽  
Sebastián R. Díaz ◽  
Eugene Geist ◽  
...  
Keyword(s):  
Science Curriculum ◽  
Mathematical Concepts ◽  
Hands On

Brief Reports: Further Study of the Use of Manipulatives with Prospective Teachers

1979 ◽  
Vol 10 (3) ◽  
pp. 211-213
Author(s):  
Phillip M. Eastman ◽  
Jeffrey C. Barnett
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Preservice Elementary Teachers ◽  
Control Group ◽  
Mathematical Concepts ◽  
Enactive Approach ◽  
Hands On ◽  
Experimental Group

This study is the second in a series of studies designed to investigate the question, “Can preservice elementary teachers learn the mathematical concepts and skills necessary to teach mathematics via manipulative aids better when they are given a ‘hands-on’ (enactive) approach than when they are taught with a pictorial (iconic) approach?” In a previous study Barnett and Eastman (1978) conducted an investigation with 78 preservice elementary teachers to obtain information regarding the effectiveness of the use of manipulative aids in the enactive and iconic modes. Thirty-nine subjects in the experimental group used manipulative materials in working laboratory exercises, while 39 subjects in the control group completed the same exercises without the use of these materials.

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.

Turning Origami into the Language of Mathematics

2004 ◽  
Vol 10 (1) ◽  
pp. 26-31 ◽  
Author(s):  
Beth Cipoletti ◽  
Nancy Wilson
Keyword(s):  
Abstract Reasoning ◽  
Mathematical Concepts ◽  
Everyday Objects ◽  
Hands On ◽  
Diverse Cultures

NCTM (1989) proposes using everyday objects, such as paper, to enable students to explore geometric relationships and vocabulary. Paperfolding and other types of hands-on activities have been found to increase students' ability to communicate mathematically and foster their understanding of mathematical concepts. These tasks help students move from concrete to abstract reasoning. Origami projects use everyday objects, incorporate geometric relationships, create opportunities for communication, and produce aesthetically pleasing objects to share with others while providing an opportunity to acquire knowledge that bridges diverse cultures. Using origami activities in the classroom allows opportunities for teacher-to-student, student-to-student, and school-to-community communication using geometric language.

Investigations: Your Better Half

2005 ◽  
Vol 12 (4) ◽  
pp. 180-191
Author(s):  
Joanne Colomb ◽  
Kimberly Kennedy
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematics Instruction ◽  
Mathematical Concepts ◽  
Hands On

The “Investigations” department features children's hands-on and minds-on explorations in mathematics and presents teachers with openended investigations to enhance mathematics instruction. The tasks are designed to invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.

Investigations: Mr. Greenthumb's Garden

2004 ◽  
Vol 11 (4) ◽  
pp. 217-225
Author(s):  
Jennifer R. Sweda ◽  
Lori A. Knotts ◽  
Patricia S. Moyer-Packenham
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematics Instruction ◽  
Mathematical Concepts ◽  
Hands On

This department features children's hands-on and minds-on explorations in mathematics and presents teachers with open-ended investigations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in classroom settings.

Investigations: Mining Mathematics—Stake Your Claim to Learning

1998 ◽  
Vol 4 (8) ◽  
pp. 464-468
Author(s):  
Marilyn Sue Ford ◽  
Donna McKay ◽  
Kathleen Litz ◽  
William Speer
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematical Concepts ◽  
Mathematical Instruction ◽  
Hands On

This department recognizes the importance of children's exploring hands-on and minds-on mathematics and presents teachers with open-ended explorations to enhance mathematical instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in various classroom settings.

Investigations: Sizing Up the River

2002 ◽  
Vol 9 (3) ◽  
pp. 149-155
Author(s):  
Alice H. Merz ◽  
Carrie Thomason
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematics Instruction ◽  
Mathematical Concepts ◽  
Hands On

This department recognizes the importance of children's exploring hands-on and minds-on mathematics and presents teachers with open-ended explorations to enhance mathematics instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles.

Investigations: This Little Piggy

1999 ◽  
Vol 5 (5) ◽  
pp. 274-280
Author(s):  
Daniel J. Brahier ◽  
Monica Kelly ◽  
Jennifer Swihart
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Mathematics Instruction ◽  
Mathematical Concepts ◽  
Hands On

This department recognizes the importance of children's exploring hands-on and minds-on mathematics and presents teachers with open-ended explorations to enhance mathematics instruction. These tasks are designed to evolve as they are conducted. They invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in various classroom settings.

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