Questions in topic: "mathematical thinking"
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The latest questions for the topic "mathematical thinking"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 GMTMalkeHow can we help young students to know learning mathematics is more than just getting the answer?
https://naturalmath.com/community/questions/1848/how-can-we-help-young-students-to-know-learning-ma.html
mathematical thinkinglearning mathematics vs. finding the answerSun, 01 Dec 2013 23:41:30 GMTremypoonCan math help understand disease?
https://naturalmath.com/community/questions/323/can-math-help-understand-disease.html
A big question I know but a useful one. Some people are [using math to kill cancer cells][1]. Can you think of any ways you could use maths to understand disease better?
It's a broad question so I'm happy with broad answers. It's more of a brainstorm and topic starter than a question with a specific end point.
Here's an example that might help. John Snow in 1854 figured out that cholera was carried in contaminated water using basic maths. Back then everyone got their water from public wells. He had a hunch that a particular well was the source of the outbreak in London. He just asked everyone who caught cholera where they got their water. Only people who got their water from the well got cholera. Doesn't sound difficult now but it was ground breaking then.
These days we use much more complicated forms of maths to essentially do the same thing. Prove that the results show what we think they show. That's maths helping us do research and understand disease.
Have you got any examples?
[1]: http://www.biocompare.com/Life-Science-News/139591-Using-Math-To-Kill-Cancer-Cells/mathematical thinkingapplied mathFri, 21 Jun 2013 05:47:32 GMTcolchambersWhich 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