Mathematics Recreations

1953 ◽  
Vol 46 (3) ◽  
pp. 185-192
Keyword(s):  
Secondary Schools ◽  
Mathematics Teacher ◽  
Classroom Instruction ◽  
Actual Practice ◽  
Mathematical Education ◽  
Recreational Activities ◽  
Mathematical Instruction ◽  
Illustrative Material

In the January 1953 issue of The Mathematics Teacher this department offered some observations concerning some recreational activities which may be associated with certain specific properties of the principles of system of numeration. Generally, the properties of systems of numeration are not included in the scope of mathematical instruction in the secondary schools. This is unfortunate if not deplorable. Teachers, teachers of teachers, textbook authors, proponents of considerations of pedagogical theories in mathematical education, all of them proclaim their allegiance to the principle that proper and interesting illustrative material is a sine qua non of good classroom instruction. The relation between these proclamations and actual practice may be non-linearly inversely proportional.

scholarly journals Implementación de TIC’S para la gestión de Visitas de divulgación de la científica

2019 ◽  
pp. 17-22
Author(s):  
Juan Antonio Magdaleno-Zavala ◽  
Israel Duran-Belman
Keyword(s):  
Life Cycle ◽  
Secondary Schools ◽  
Software Development ◽  
The State ◽  
Educational Institutions ◽  
Technological Institute ◽  
Recreational Activities ◽  
Web System ◽  
Number Of Visits

The Irapuato Higher Technological Institute has the "Itinerant Laboratory" program, a project that carries out various scientific dissemination activities that are offered to educational institutions in the state of Guanajuato; However, poor communication between Responsible led to various problems that prevented the provision of the services of this itinerant laboratory; In 2017, a total of 32 applications were made by primary and secondary schools, of which only 12 were met, due to the lack of organization and the time it took to complete the process. In order to mitigate these delays and increase the number of visits, it was decided to use IT by designing a web system through which educational institutions can request visits. The methodology followed for software development is based on the cascade life cycle; It culminated with a web system that manages the requests for visits as well as the existing recreational activities in addition to providing reports of attention and number of people benefited, resulting in an increase in requests received by 30% and attention to them with a 40% increase compared to the previous year.

Why Study Mathematics

2006 ◽  
Vol 100 (1) ◽  
pp. 5-9
Author(s):  
F. L. Wren
Keyword(s):  
Mathematics Teacher ◽  
Recreational Activities ◽  
Convincing Argument ◽  
The One

Why should anyone study mathematics? This type of question is not peculiar to mathematics nor to the field of education. Let us look at a corresponding situation in the field of business. Suppose an automobile salesman attempts to sell a car, what are some of the questions he has to answer? The buyer wants to know the make of the car and compares it with other makes from the standpoint of beauty, service, and economy. Before the sale can be made the salesman must present convincing argument on all of these points and surely no real salesman will attempt such a task without being thoroughly familiar with the car himself. While the analogy may not be complete from the case of the automobile salesman to that of the teacher of mathematics, yet it is certainly true that the teachers of mathematics are primarily the ones who should be able to “sell” mathematics to the “doubting public.” There are two questions that every mathematics teacher should be able to answer if he is to be able to give an intelligent answer to the one already proposed: they are “What is mathematics?” and “What relation does mathematics have to the cultural, industrial, and recreational activities of a progressive civilization?”

Recreational Mathematics

1950 ◽  
Vol 43 (6) ◽  
pp. 290-291
Author(s):  
Aaron Bakst
Keyword(s):  
Mathematics Teacher ◽  
Classroom Teacher ◽  
The Other ◽  
Mathematical Instruction ◽  
Other Hand ◽  
Points Of View ◽  
Mathematical Operations ◽  
Interest And Motivation ◽  
Mathematical Literature

This is the beginning of a new department in The Mathematics Teacher. This department has a purpose. Its aim is to assist the classroom teacher in putting color and life in everyday teaching. There are many ways and means how this might be achieved. Generally, recreations are supposed to introduce elements of interest and motivation. On the other hand, recreations, as they have been known in the mathematical literature for centuries, have been centered around the puzzling and the play with mathematical operations. This may be interesting, but only for a while. Soon the interest in such things may wear off. This acts as a warning that we should not become too enthusiastic over such types of recreations. If we teach mathematics from such recreational points of view only, we may obscure the more important aims of the mathematical instruction.

Socializing Mathematical Instruction

1948 ◽  
Vol 41 (1) ◽  
pp. 3-7
Author(s):  
Howard F. Fehr
Keyword(s):  
Mathematical Education ◽  
Mathematical Instruction ◽  
Common Heritage ◽  
Mathematics Program ◽  
Types Of Instruction

The statement that all men are created equal has all too often been interpreted to mean that there is only a sameness to humanity, and hence that all men are to have the same of everything in life, the same worldly goods, the same schooling, the same recreation, the same rights and privileges., the same mathematical education. Of course we know this is nonsense, recognizing that all of us differ in endowed talents, in degrees of performance, and in the types of instruction and schooling we should obtain. We must always remember that the essence of democracy is difference, not sameness, and that our schools must provide for this difference. Yet to preserve our democracy we must share a common heritage, a sameness that unites us as one nation, and we must likewise provide for this sameness in our schools. It is in this light that a mathematics program must be devised for the oncoming generation.

What's Going on in Your School?: A Mathematics Inquiry

1948 ◽  
Vol 41 (4) ◽  
pp. 147-153
Author(s):  
Raleigh Schorling
Keyword(s):  
Mathematics Teacher ◽  
Simple Technique ◽  
Mathematical Education ◽  
National Council ◽  
Mathematical Programs ◽  
Post War

The Commission on Post-War Plans of the National Council of Teachers of Mathematics collected information relating to mathematical education by an inquiry entitled: “What's Going on in Your School?” This inquiry was printed in three parts respectively,—in the February, April and May, 1947, issues of The Mathematics Teacher. Although the Commission no longer exists, the persons who responded to the Inquiry are entitled to a report. This article will therefore attempt to interpret the data that were collected. The response to the Inquiry was far greater than could reasonably be expected. The 136 reports received on Part I described the mathematical programs for 133, 121 pupils; and the 358 responses received on Part II reported on the mathematical programs of 174,746 pupils. The responses to Part III were fewer, although, as a matter of fact, they are still coming. It is truly amazing that the various journals of our national societies have not used this simple technique for following the trends in their fields.

scholarly journals Formação de professores em Modelagem e a escola: que caminhos perseguir?

2020 ◽  
Vol 4 (1) ◽  
pp. 01-22
Author(s):  
Ana Paula Dos Santos Malheiros ◽  
Régis Forner ◽  
Lahis Braga Souza
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Mathematics Teacher ◽  
Paulo Freire ◽  
Mathematical Education ◽  
Future Teachers ◽  
Initial Formation ◽  
Current Context ◽  
Prescribed Curriculum ◽  
Permanent Formation

Resumo: Buscamos, com este texto, discutir possibilidades para a formação de professores em Modelagem, considerando o contexto no qual eles atuam ou irão atuar: as escolas. Em um ensaio teórico, pautado no paradigma qualitativo, e com base em pressupostos freireanos, nosso debate se dá pelo viés das potencialidades da formação de professores frente ao contexto atual em que estamos inseridos, no qual impera um currículo prescrito. Imbricados nesse cenário e a partir de nossas vivências como formadores, defendemos que a escola se constitui como um lócus privilegiado para a formação dos professores e que as pesquisas desenvolvidas podem colaborar com a prática daqueles que estão diretamente envolvidos com os alunos, assim como com os futuros professores. Nessa dinamicidade, advogamos em favor da Modelagem enquanto uma possível abordagem passível de contribuir para a formação e para a prática do professor de Matemática, além de outros significados matemáticos para os alunos em uma perspectiva emancipadora e transformadora.Palavras-chave: Educação Matemática; Formação Inicial de Professores; Formação Permanente de Professores; Paulo Freire. Formation of teachers in Modeling and school: which ways to go?Abstract: With this text, we seek to discuss possibilities for teacher training in Modeling, considering the context in which they work or will work: schools. From a theoretical essay, in a qualitative paradigm and based on Freire’s assumptions, our debate is based on the potential of teacher education in the current context in which we are inserted, in which a prescribed curriculum prevails. Imbricated in this scenario and from our experiences as formators, we defend that the school constitutes as a privileged locus for the formation of the teachers and that the research developed can collaborate with the practice of those directly involved with students, as well as with future teachers. In this dynamism, we advocate in favor of Modeling as a possible approach that can bring ways for the formation and practice of the Mathematics teacher, in addition to other mathematical meanings for students in an emancipatory and transformative perspective.Keywords: Mathematical Education; Initial Formation of Teachers; Permanent Formation of Teachers; Paulo Freire. 

scholarly journals Participation in outdoor recreational activities and cultural identity in Australia: An exploratory qualitative study

2020 ◽  
Vol 87 (1) ◽  
pp. 34-45
Author(s):  
Vegneskumar Maniam ◽  
Russel Brown
Keyword(s):  
Qualitative Study ◽  
Secondary Schools ◽  
Cultural Identity ◽  
Exploratory Study ◽  
Culturally Diverse ◽  
Cultural Identification ◽  
Cultural Groups ◽  
Recreational Activities ◽  
Group Activities ◽  
Sociological Approach

AbstractThis paper focuses on personal statements written by 23 Year 11 students about what outdoor recreational activities they participated in and their sense of cultural identity in the culturally plural context of Australia.. A sociological approach of inductive analysis of their comments was employed to investigate the extent to which those of culturally diverse identities were actually participating in outdoor recreational activities. The respondents came from six Adelaide co-educational secondary schools which agreed to participate in the study. The responses given to the guideline questions provided evidence of participation in twelve different outdoor recreational activities, some involving individual pursuits and others group activities. Twelve students identified themselves as ‘mainstream Australian’, while eight claimed identities linked to other European and Asian cultural groups and three reported no sense of cultural identification. The evidence from this exploratory study was that those of culturally diverse identities were actually participating in outdoor recreational activities. However, they were more likely to be involved in individual rather than group activities. Furthermore they preferred land-based activities to those requiring water skills. The paper discusses the significance of the findings, implications for making future initiatives and policies in outdoor recreational activities more inclusive, as well as directions for further research.

On Understanding Mathematical Methods

1950 ◽  
Vol 43 (8) ◽  
pp. 397-402
Author(s):  
H. Van Engen
Keyword(s):  
Secondary Schools ◽  
20Th Century ◽  
Mathematics Teacher ◽  
Mathematical Proof ◽  
Mathematical Methods ◽  
The Way

A recent article1 in The Mathematics Teacher has focused the attention of its readers on a misconception of mathematical methods which can have serious consequences, particularly if it becomes too firmly established in the mathematics classes of the secondary schools. These misconceptions tend to crop out both in lay circles and in some professional circles. They range all the way from conceiving of mathematics as being interested only in number—hence every mathematician is an arithmetician—to more subtle misconceptions such as a conception of proof which is more rigid than can be justified by modern mathematical methods. This misconception of mathematical proof arises from a frame of mind which produces such concepts as “abolute truth” or the abolute space coordinates of Newtonian origin. Proof as used in the mathematics of the 20th Century has no such connotations.

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