Sharing Teaching Ideas: Table Tennis, Anyone? Using Ping-Pong to Teach the Coordinate Plane

1997 ◽  
Vol 90 (9) ◽  
pp. 712-714
Author(s):  
John D. Foshay ◽  
Wendy L. Wells
Keyword(s):  
First Year ◽  
Table Tennis ◽  
Coordinate Plane ◽  
Ping Pong ◽  
Teaching Ideas ◽  
Coordinate Geometry ◽  
Algebra Class

During a first-year-algebra class, tenth- and eleventh-grade students, overhearing the sounds of a Ping-Pong game from downstairs, voiced a strong desire to play. This incident led the authors to stumble onto the idea of using Ping-Pong to teach coordinate geometry. From this inquiry by interested students came the idea of using a Ping-Pong table as the visual anchor on which to situate the coordinate plane.

Sharing Teaching Ideas: If Distance = Rate × Time, Then Where Am I?

1989 ◽  
Vol 82 (2) ◽  
pp. 108-109
Keyword(s):  
Class I ◽  
First Year ◽  
Standard Practice ◽  
The Subject ◽  
Set Up ◽  
Teaching Ideas ◽  
Algebra Class

In working with an average first-year algebra class, I noticed that the students sometimes got so wrapped up in solving for that pesky x that we often forgot the practical uses of the subject. A perfect opportunity came up as we began a section on distance problems. The standard practice is to analyze the problem by putting into a chart the information found by using the formula distance = rate × time to set up the equations.

Sharing Teaching Ideas: If the Product of Two Numbers Is Zero…

1994 ◽  
Vol 87 (2) ◽  
pp. 89
Author(s):  
Richard Forringer
Keyword(s):  
Problem Solving ◽  
First Year ◽  
The Real ◽  
Quadratic Equations ◽  
Knowing That ◽  
Way Of Knowing ◽  
Factoring Polynomials ◽  
To Come ◽  
Teaching Ideas ◽  
Algebra Class

My first-year-algebra class has just finished the topic of factoring polynomials. The groundwork has been laid for problem solving with quadratic equations, one of the real eye-openers in the course. I look forward to teaching this topic with the excitement and anticipation of knowing what is to come. My students sense my excitement but do not fully understand it and have not experienced it for themselves. As Confucius once observed, “Everything has its beauty, but not everyone sees it!” Many students have no way of knowing that this part of algebra is incredibly significant. A short, simple statement, “If the product of two numbers is zero, then one of those numbers must be zero,” seems too easy, too self-evident, and too obvious to be so important!

scholarly journals Dijagnostika i razvoj funkcionalnih sposobnosti stonotenisera

2016 ◽  
Vol 26 (1) ◽  
pp. 5-13
Author(s):  
Branko Đukić
Keyword(s):  
Functional Ability ◽  
Field Testing ◽  
Functional Abilities ◽  
Table Tennis ◽  
Training Process ◽  
Sports Activity ◽  
Functional Capabilities ◽  
Ping Pong ◽  
High Level ◽  
High Degree

Table tennis is acyclic, polistructural sports activity which requires a high degree of physical, psychological, technical and tactical preparedness of the athlete. In the function of development and maintenance of functional ability high level, variety of methods impose, apply different training means, methods and loads. In this paper are presented laboratory and field testing results of aerobic functional capabilities of best ping pong players of Serbia and Serbian youth team before the European Championships in Bratislava in 2015, as well as exercises that can be applied in the training process of functional abilities development. Dosage, intensity and exercise selection should depend on the level of athletes physical fitness, and the level of adoption and trained kicks, athletes age, training periodization and etc.

Aspects of Teacher Discourse and Student Achievement in Mathematics

1977 ◽  
Vol 8 (3) ◽  
pp. 195-204
Author(s):  
Lyle R. Smith
Keyword(s):  
High School ◽  
Student Achievement ◽  
First Year ◽  
Teacher Discourse ◽  
High School Algebra ◽  
Several Variables ◽  
The Mean ◽  
Achievement In Mathematics ◽  
Algebra Class

Each of 20 high school algebra teachers taught a lesson on direct variation to one first-year algebra class. The students (N=455) had not previously been taught this topic in class. Before the lessons were taught, each teacher was given a list of lesson objectives. Immediately after each lesson, a posttest that focused on the lesson objectives was administered. The teachers were not shown the posttest before they taught their lessons. Correlations were found between the mean posttest scores for the classes and several variables pertaining to teacher discourse.

The Back Page: My Favorite Lesson: Unfolding the Solution of Linear Systems

2010 ◽  
Vol 104 (2) ◽  
pp. 160
Author(s):  
Sarah B. Bush
Keyword(s):  
Linear Systems ◽  
Student Teaching ◽  
Linear Equations ◽  
Teaching Experience ◽  
Correct Solution ◽  
First Year ◽  
Know How ◽  
Big Picture ◽  
Systems Of Linear Equations ◽  
Algebra Class

I often think back to a vivid memory from my student-teaching experience. Then, I naively believed that the weeks spent with my first-year algebra class discussing and practicing the art of solving systems of linear equations by graphing, substitution, and elimination was a success. But just at that point the students started asking revealing questions such as “How do you know which method to pick so that you get the correct solution?” and “Which systems go with which methods?” I then realized that my instruction had failed to guide my students toward conceptualizing the big picture of linear systems and instead had left them with a procedure they did not know how to apply. At that juncture I decided to try this discovery-oriented lesson.

Different Techniques Comparison in Biomechanical Analysis of Ping Pong

2012 ◽  
Vol 166-169 ◽  
pp. 3106-3109 ◽  
Author(s):  
Bi Jian Mao
Keyword(s):  
High Speed ◽  
Biomechanical Study ◽  
Biomechanical Analysis ◽  
Table Tennis ◽  
Core Technology ◽  
Ping Pong ◽  
The World ◽  
Ball Contact ◽  
Speed Parameter ◽  
Male Subjects

Ping Pong has been considered as one of the most popular sports in the world. Fast break and curving ball technology is this game’s core technology, it will be very important to deeply understand this through biomechanical study. In this research, we based on fast break and curving ball features of kinematic to reveal the table tennis forehand techniques. High speed motion analysis was recorded from eight male subjects. The action was divided into three major phases: back swing, attack and follow through. At the end of back swing stage, break and curl technologies, the speed parameter shows some differences. While the fastest speed in ball contact frame, the speed of curling ball was significantly higher than the fast break. Further study could be carried out in detailing analysis at sub-stage of the action for integral considering.

Analysis on the Rotating Mechanics Based on Three-Dimensional Mechanics

2013 ◽  
Vol 443 ◽  
pp. 169-173
Author(s):  
Bo Peng ◽  
Li Nan Liang ◽  
Jin Jiao Lin
Keyword(s):  
Theoretical Basis ◽  
Three Dimensional ◽  
Table Tennis ◽  
Cause Analysis ◽  
The Core ◽  
Ping Pong ◽  
Core Elements ◽  
Rotation Technique ◽  
Rotational Mechanics ◽  
Active Exploration

Speed is the core elements in table tennis athletics, however speed is lack of strength of the attack and lethality is limited, it is only with the aid of a force and speed of rotation to achieve the kill is the most optimized techniques. From the ping-pong rotating force, to elaborate the table tennis increased rotational mechanics principle and cause analysis, through the analysis of principles, deep space to carry out the table tennis rotating mechanical three-dimensional analysis, which provides a scientific theoretical basis and practical way for the table tennis rotation technique, its techniques can enhance new active exploration.

scholarly journals Ping pong alphago integrated table tennis service robot

2020 ◽  
Vol 1549 ◽  
pp. 032117
Author(s):  
Lida Zhao ◽  
Xinhuan Li ◽  
Zixuan Chen
Keyword(s):  
Service Robot ◽  
Table Tennis ◽  
Ping Pong

Lenses for Examining Students' Mathematical Thinking

2014 ◽  
Vol 108 (2) ◽  
pp. 142-146 ◽  
Author(s):  
Katherine A. Linsenmeier ◽  
Miriam Sherin ◽  
Janet Walkoe ◽  
Martha Mulligan
Keyword(s):  
Mathematical Thinking ◽  
Vertical Line ◽  
Class Discussion ◽  
First Year ◽  
Division Problem ◽  
Horizontal Line ◽  
Algebra Class

A few years ago, a colleague shared a video from a first-year algebra class that he had observed. The video captured a class discussion about slopes of horizontal and vertical lines. At the beginning of the discussion, the teacher, Ms. Milner, asks, “How can we have a slope of zero?” Students respond in various ways; one student, Peter, explains that a horizontal line would have a slope of zero “because it's never moving up.” Later, Milner asks about the slope of a vertical line, and another student, Alex, replies that because “it went … up and down and didn't move at all, it would be zero.” Milner then asks the class about the slope of a line through the points (0, 0) and (0, 5). Peter says that “the slope is zero, because you subtract the change in x and the change in y. On the top there'd be zero and on the bottom there'd be 5, and any division problem that has zero in it has to be zero.” Finally, Rafael disagrees and suggests that the slope is undefined because “in division there can't be a number over zero.”

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