Questions in topic: "making math"
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The latest questions for the topic "making math"How do you transition from playing math to more formal math activities/lessons?
https://naturalmath.com/community/questions/2290/how-do-you-transition-from-playing-math-to-more-fo.html
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This question is a companion to my recent <a href="http://www.moebiusnoodles.com/2014/02/play-power/">Play Power post</a> on the Moebius Noodles blog which provides further context for my question.</p><p>
In Zoltan Dienes' <a href="http://www.zoltandienes.com/academic-articles/zoltan-dienes-six-stage-theory-of-learning-mathematics/">six-stage theory of learning mathematics</a> the first three stages are <em>free play</em>, <em>learning to play by the rules</em> and the <em>comparison stage</em>. I specialize in this part of the math learning continuum. My approach as a dance educator at the intersection of math and dance/art making is to allow students time to explore the materials and learn basic skills w/in the medium first; as we go along I add the math ideas into the mix a little at a time. By the end of the process we have lovely objects (dance steps, weavings, ornaments, etc) that meaningfully reflect artistic and mathematical ideas.</p><p>
But, I’ve been curious what comes next and how you make a transition from literally playing with math ideas to more formal math learning. I know that play is useful and important but, honestly, I think it's underutilized, undervalued, and misunderstood, often seen simply as “fun” activities to do as a “break” from the real math. My questions:</p><p>
<strong>If you have used math play in any form (not just art) in your math teaching how have you helped your students make the transition to more formal math activity/lessons?</strong></p><p>
<strong>What can/does this transition between play and abstraction look like in students' thinking and in a classroom/learning context?</strong></p><p>
<strong>Does this progression look different between age groups (young children, upper elementary, middle school, etc.)? How?</strong></p>math gamesmathematical thinkingmaking mathlearningmath playMon, 24 Feb 2014 18:29:28 GMTMalkeIs 2.5 years too young for a math lesson?
https://naturalmath.com/community/questions/319/is-25-years-too-young-for-a-math-lesson.html
math gamesearly mathmath skillsmaking mathThu, 20 Jun 2013 23:36:13 GMTshaunteachesWhich is the more mathematical approach to attributes - systematic or playful?
https://naturalmath.com/community/questions/256/which-is-the-more-mathematical-approach-to-attribu.html
In my program Math in Your Feet (www.mathinyourfeet.com) elementary students use "movement variables" to help make up their percussive dance patterns. These movement variables are actually a collection of attributes (5-6 options in each of the follwoing 3 categories: foot position, type of movement, and direction).
I'm wondering if using variables/attributes like this in a systematic way (like how you go about determining combinations, for instance) makes it more mathematical? Or is it simply that when you are working to solve a problem (like making a dance step) you manipulate the variables/attributes to suit your aesthetic or needs, with one or many possible agreeable solutions?
Let me know if I should clarify this further. :-)mathematical thinkingmaking mathattributesSun, 12 May 2013 20:11:18 GMTMalke