Service Learning: Taking Mathematics into the Real World

1999 ◽  
Vol 92 (9) ◽  
pp. 794-799 ◽  
Author(s):  
Johnny I. Duke

See “Sharing Teaching Ideas: When Will I Ever Use This Stuff, Anyway?” on page 798 for more information about service learning.

Hispania ◽  
2005 ◽  
Vol 88 (1) ◽  
pp. 160 ◽  
Author(s):  
Gresilda A. Tilley-Lubbs ◽  
Richard Raschio ◽  
Ethel Jorge ◽  
Silvia López

Author(s):  
Baomei Zhao

Service Learning is a form of application learning that applies what the students learned in the classroom to the real world in the context of a community service project. In recent years, Service Learning has been included in many academic disciplines throughout the United States. Most often these service-learning activities need students to use more than what they learned in the classroom to apply critical thinking on the real world cases. This requires the faculty to work on establishing community relationships to develop service-learning projects for relevant courses, site deputies to work closely with the professor and students, and students’ passion to apply theory to practice. This paper used the Ecological Model and demonstrates Service Learning designs for four human service classes at The University of Akron to help students’ success.


2012 ◽  
Vol 49 (7) ◽  
pp. 716-723 ◽  
Author(s):  
Micah N. Bruce-Davis ◽  
Jaclyn M. Chancey
Keyword(s):  

1994 ◽  
Vol 87 (6) ◽  
pp. 410-411
Author(s):  
Peggy Tibbs ◽  
Janette Jordan

After teaching high school mathematics for many years I found the perfect way to respond to the students' question, “How are we ever going to use this in the real world?” Two or three weeks into the school year I ask each student to make a career poster. The student must interview someone who uses mathematics in his or her job and write down an actual problem that person would have to solve as well as a paragraph explaining the problem. Most students think that they don't know anyone who uses mathematics at work, including parents, relatives, or neighbors. Usually they come back the next day to report, to their surprise, that their parents use mathematics! This discovery is a revelation to them.


1990 ◽  
Vol 83 (2) ◽  
pp. 119-120
Author(s):  
Pam Pudelka

In general mathematics classes, students can often use formulas correctly when the desired quantity is specifically identified in the problem, for example, “Find the area of a rectangle if the length is six feet and the width is five feet.” These same students do not always understand the relationship between formulas and their applications in the real world. This article describes a one-day activity that has been successful in reviewing perimeter, area, and volume by relating them to a readily available manipulative.


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