This week we looked at the idea of using games in order to teach
mathematical concepts. It began with a round of “headbands”. Normally when this
game is played, each player has a noun taped to their forehead and they play ’20 questions’ to try and figure out what it is. In this
version, instead of a noun, we had a quadratic function. This was an
interesting spin on the game. I don’t know how other people played, but for
myself, I first figured out the form of the function (factored, vertex,
expanded) and then guessed the parameters. I’m not sure how much could be
learned from this game but it is certainly a good way to test your facility in
mathematical vocabulary. For example, if I ask “is the function in vertex
form”, does the student know that is actually saying “does the function look
like f(x) = a(x-b)2+c”? We went from there to discuss different
video games and apps that have been developed for the teaching of mathematics.
I reserve a slight amount of skepticism with respect to how much can be
absorbed passively from playing these games, but as a matter of practicing a
concept, I imagine a student will get through many more practice problems if
they are disguised as games (chocolate-covered broccoli, as Amy Lin put it).
The side of technology that really intrigues me is its use as a virtual
manipulative. For example, apps that allow for an intuitive visualization and
manipulation of geometric figures would have a useful degree of flexibility
that their tangible counterparts would not have.
Since we have a whole forum dedicated in this class to the
discussion of different apps, I want to bring up a potentially useful but quite
different type of resource. There is an online
PDF library called “Forgotten Books” which contains literally hundreds of
thousands of rare historical books on every subject imaginable, from
Renaissance literature to essays on witchcraft. Membership can be free or
purchased (about $8 a month). The free membership gives unlimited access to all
of the books, but every couple of pages the image will be blocked. The paid
membership removes the barrier. I bring up this site because it contains many
historical works on mathematics as well as math pedagogy. These books present a
very interesting perspective and explain concepts in a way that may be
unexpected and possibly useful to a teacher. They also make reference to different
manipulatives that could be of interest to the modern reader. These are often
simple, and could be made by hand without much difficulty. They would also make
good projects for someone who would like to try 3D printing. These books can
also serve as sources of interesting and instructive word problems as well as
ideas for simple yet effective demonstrations of mathematical concepts.
Another use for this library is as a source for historical
perspectives on mathematics and pedagogy. These books being so old (+100 years), I find
this perspective very refreshing. At the same time, it is very interesting to
read a textbook from more than a century ago and see that many of the concepts
we credit to modern enlightenment such as “student-centered learning” (and
even differentiated instruction, to a degree), were practices treated as merely
common sense. In fact, the more I read these books, the more I feel that the
derision “traditional” education faces these days is built on a straw man, but
I digress. One part of the library I would particularly like to explore are
the books on Jesuit education and their pedagogical philosophy. This is not something I know much about, but the historical importance
of the Jesuits on the scientific revolution was first impressed upon me when I
read Rene Descartes’ biography, Cogito
Ergo Sum. In addition to training many of history’s most important
mathematicians and physicists (including Descartes), they also educated Marin
Mersenne, a French priest who single-handedly organized and maintained
correspondence and collaboration between nearly 140 different mathematicians,
philosophers, and scientists from all across Europe (a thankless task whose historical importance
could not be understated). In conclusion, Forgotten Books is a very fun site to explore. The sheer variety of books available is such that you never know what you will find when you browse, but you will always find something worth reading.
Hi Gordon,
ReplyDeleteI heartily second your idea of going back to the older mathematics literature for inspiration. I would argue that nearly all (>>99%) of the concepts in the high school mathematics curriculum are over two hundred years old (data managment excluded here), so I figure that there is no good reason not to go back and see how it was done "back in the day". I am beginning to suspect that a lot of what is peddled as "new" in education is merely a re-tread of old concepts that consultants will share with you for the low, low price of $500/hour, but I digress here. The point is that pretty much everything in the curriculum is old hat, mathematically, so why not borrow a few ideas?
A while back I had a look through Euclid's Elements and compared it to the grade 10 math curriculum. It amazed me how many MPM2D concepts are lifted directly from Elements. Granted, they are treated geometrically instead of algebraically, but they are the same concepts, nonetheless. It seems to me that it would be better to start from geometry and work forwards from there, instead of the current "here is an equation and oh, by-the-way, it's also a geometric object". Dealing with the geometric object first would help students to understand what is going on when we manipulate things algebraically, instead of the current methods being pulled from thin air.
And is it too geeky that I actually have a ranked list of my favourite versions of Elements? My favourite is a Cambridge edition from 1895, followed closely by Byrne's 1847 illustrated edition, despite its notable shortcomings.
Yours,
Chris Litfin