A task using multiple representations helps students write explicit algebraic equations.
J. Vince Kirwan and Jennifer M. Tobias
Students analyze items from the media to answer mathematical questions related to the article. Some media pieces about lumber provide an opportunity for work in graphing, volume, and restricting domains to real-world settings.
“Mathematical Lens” uses photographs as a springboard for mathematical inquiry and appears in every issue of the Mathematics Teacher. All submissions should be sent to the department editors. For more background information on “Mathematical Lens” and guidelines for submitting a photograph and questions, please visit http://www.nctm.org/publications/content.aspx?id=10440#lens.
Elaine M. Purvinis and Joshua B. Fagan
In first- and second-year algebra classrooms, the all-too-familiar whine of “when are we ever going to use this in real life?” challenges mathematics teachers to find new, engaging ways to present mathematical concepts. The introduction of quadratic equations is typically modeled by describing the motion of a moving object with respect to time, and typical lessons include uninspiring textbook practice problems that portray dropping or shooting objects from given distances or at particular time intervals. For a novel approach to exploring quadratics, we chose to step outside the classroom to look at some phenomena in the field of acoustics. Our activity incorporates mathematical modeling to provide a multirepresentational view of the math behind the physics and to provide a conceptual basis for analyzing and understanding a real-world quadratic situation.
Eric Weber, Amy Ellis, Torrey Kulow, and Zekiye Ozgur
Modeling the motion of a speeding car or the growth of a Jactus plant, teachers can use six practical tips to help students develop quantitative reasoning.
Chris J. Park and Heather K. Lye
Students analyze items from the media to answer mathematical questions related to the article. Estimating the size of the crowd at the Obama inauguration leads to estimating skills and finding areas, whereas the Zombie epidemic leads to modeling infectious disease.
Angela Marie Frabasilio
Let students find the connecting thread to create, illustrate, and share word problems to bridge school math and real-life math.
Joseph Muller and Ksenija Simic-Muller
What happens with cat populations when they are not controlled? Consider the case of Aoshima Island in Japan. Aoshima Island is called a cat island: Its cat population is 130 and growing; its human population is 13. The cats live in colonies and are fed and cared for by people who live on the islands.
Anthony M. Rodriguez
Students create authentic models in community-based projects while learning about composting and mathematics.