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.

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.

scholarly journals Mathematical modeling of tech-related real-world problems for secondary school-level mathematics

2021 ◽  
Author(s):  
Zehavit Kohen ◽  
Doron Orenstein
Keyword(s):  
Mathematical Modeling ◽  
Secondary School ◽  
Real World ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
School Level ◽  
Workplace Mathematics ◽  
Secondary School Level ◽  
Real World Problems

AbstractThe use of authentic real-world problems that reflect the applied nature of mathematics is not prevalent in formal secondary school settings. In this study, we explore the interface between workplace mathematics, particularly tech-related real-world (TRW) problems, and school mathematics, through the explication of mathematical modeling. The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems. The first two phases of the model included extracting authentic problems from the work of tech engineers and simplifying them to be meaningful or perceivable to students. These were explored by conducting task-oriented interviews with senior tech engineers and scientists from leading companies and universities. The third phase was accomplished by interviewing mathematics education experts, and included verifying the compatibility of the problems with the formal, secondary-level mathematics curriculum. The study has methodological, theoretical, and practical contributions. These include methodology that enables identifying TRW problems that are compliant with the secondary mathematics curriculum; adding to the literature about mathematical modeling by demonstrating the interface between workplace mathematics and school mathematics; and creating a large pool of TRW problems that can be used in secondary school math lessons.

A-Maize-ing Mathematics

2018 ◽  
Vol 111 (7) ◽  
pp. 540-544
Author(s):  
Liza Bondurant
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Mississippi Delta ◽  
Sub Saharan Africa ◽  
Actual Data ◽  
Percentage Change ◽  
Food Scarcity ◽  
Sub Saharan ◽  
Real World Problems ◽  
Algebra Class

In the set of percentage change activities described in this article, students learn about food scarcity in sub-Saharan Africa, how two specific viruses are spreading through maize in the region, and how scientists are using mathematical modeling to solve the problem. This context was particularly relevant to my students who live in the Mississippi Delta, an area where agriculture is the dominant industry. In this activity, students use spreadsheets to perform calculations on a set of data. The goals of this activity, designed for a prealgebra or algebra class, are to encourage students to examine how percentage change is computed in real-world problems, to look for and analyze patterns, and to create their own functions on the basis of actual data.

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.

Applied Algebra: The Modeling Technique of Least Squares

2008 ◽  
Vol 102 (1) ◽  
pp. 46-51
Author(s):  
Jeremy Zelkowski ◽  
Robert Mayes
Keyword(s):  
Mathematical Modeling ◽  
High School ◽  
Community College ◽  
Least Squares ◽  
Real World ◽  
School Community ◽  
Modeling Technique ◽  
Algebra Students ◽  
Static View ◽  
Real World Problems

Algebra on the high school, community college, and college levels is often viewed by students as an abstract game—as skills to be mastered and algorithms to be memorized. To move students from this static view, algebra on all levels should be grounded in applications so that students see it as a useful tool in solving real-world problems. Early in their study of algebra, students should be exposed to mathematical modeling, which can link to their interdisciplinary interests as well as illuminate the need for algebra as a tool for making decisions in a democratic society.

Analyzing Energy and Resource Problems: An Interdisciplinary Approach with Mathematical Modeling

1993 ◽  
Vol 86 (8) ◽  
pp. 628-633
Author(s):  
Joseph Fishman
Keyword(s):  
Mathematical Modeling ◽  
Real World ◽  
Core Curriculum ◽  
Data Gathering ◽  
Interdisciplinary Approach ◽  
School Students ◽  
Evaluation Standards ◽  
Problem Solving Strategies ◽  
Different Levels ◽  
Real World Problems

The Curriculum and Evaluation Standards (NCTM 1989) recommends that students learn to recognize and formulate problems, develop problem-solving strategies, and apply the process of mathematical modeling to real-world problems. It recommends that secondary school students have the opportunity to experience the pervasiveness of functions through real-world relationships and sketching graphs of data. Gathering and analyzing data and developing models can generate interest among students at different levels of mathematical abilities and facilitate cooperative learning-important aspects of the core curriculum advocated in the curriculum standards.

scholarly journals ATANGANA–SEDA NUMERICAL SCHEME FOR LABYRINTH ATTRACTOR WITH NEW DIFFERENTIAL AND INTEGRAL OPERATORS

Fractals ◽  
2020 ◽  
Vol 28 (08) ◽  
pp. 2040044
Author(s):  
ABDON ATANGANA ◽  
SEDA İĞRET ARAZ
Keyword(s):  
Numerical Simulations ◽  
Exponential Decay ◽  
Power Law ◽  
Real World ◽  
Numerical Scheme ◽  
Integral Operators ◽  
Fractional Operators ◽  
Mathematical Concepts ◽  
Newton Polynomial ◽  
Real World Problems

In this paper, we present a new numerical scheme for a model involving new mathematical concepts that are of great importance for interpreting and examining real world problems. Firstly, we handle a Labyrinth chaotic problem with fractional operators which include exponential decay, power-law and Mittag-Leffler kernel. Moreover, this problem is solved via Atangana-Seda numerical scheme which is based on Newton polynomial. The accuracy and efficiency of the method can be easily seen with numerical simulations.

Building Mathematical Models of Simple Harmonic and Damped Motion

1995 ◽  
Vol 88 (1) ◽  
pp. 18-22
Author(s):  
Thomas Edwards
Keyword(s):  
Mathematical Modeling ◽  
Mathematical Models ◽  
Real World ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The Real ◽  
Mathematical Representations ◽  
Real World Problems

Given the recent public mania over bungee jumping, stimulating students' interest in a model of that situation should be an easy “leap.” Students should investigate the connections among various mathematical representations and their relationships to applications in the real world, asserts the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). Mathematical modeling of real-world problems can make such connections more natural for students, the standards document further indicates. Moreover, explorations of periodic real-world phenomena by all students, as well as the modeling of such phenomena by college-intending students, is called for by Standard 9: Trigonometry.

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