Cool article excerpt. I missed it the first time, I guess.
Anyway... looks like we have California, Texas, Pennsylvania (I saw
somebody else post a link to PA standards... can't remember who, but if
that person wants to correlate PA instead of me, that's fine!), Maryland
and Virginia (I'd said I'd do PA, MD and VA) covered.
I can also probably get NY since I have friends who teach there and did
my undergraduate work there if nobody else speaks up.
That is quite a good start... it hits many of the larger states that
other states look to for new stuff. I can probably arrange for some of
it to be published in the Maryland CEC Newsletter, but the next issue
won't be until September or October.
Magi
Carol Townsend wrote:
wow.
what a list!!
thanks Steven!
Caro
On 5/30/06, Steven Greenstein <blue42@xxxxxxxxxxxxxx> wrote:
Hi again,
First, let me tell you how much I appreciate these conversations.
Actually,
you've been doing all the talking; I've just been asking questions.
To show
that I'm grateful, I'm willing to do the correlations to Texas
standards.
Second, since I mentioned correlations. This is an excerpt from an
article
on Games in the Classroom from the Center for Innovation in Mathematics
Teaching at the University of Exeter. The article also briefly
describes the
plan one school used to integrate games into the curriculum.
The link:
http://www.projects.ex.ac.uk/trol/trol/gameclas.htm
The excerpt:
Why games?
How can games be used to further mathematical education? This
question has
to be addressed and answered if we are to devote time and resources to
playing games in the classroom. Let us first look at some questions
which
players might pose to themselves on settling down to play a game, and
the
mathematical heading under which we might class such a question.
Form of question:Mathematical heading:
1. "How do I play this?"Interpretation
2. "What is the best way of playing?"Optimisation
3. "How can I make sure of winning?"Analysis
4. "What happens if . . . ?"Variation
5. "What are the chances of . . . ?"Probability
Given a chance to develop answers to questions like that could lead to
statements commencing as listed below, together with the mathematical
idea
being covered in such a statement.
Form of statememt:Mathematical idea:
6. "This game is the same as . . ."Isomorphism
7. "You can win by . . ."A particular case
8. "This works with all these games . . ."Generalisation
9. "Look, I can show you it does . . ."Proving
10. "I record the game like this . . ."Symbolisation and Notation
-Steven
--
Life is too short for long division.
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