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The KnowledgeBank at OSU (76.400 recursos)
Knowledge Bank contains collections of presentations, publications and reports related to Ohio State University.
Ohio Journal of School Mathematics: Number 65 (Spring 2012)
Knowledge Bank contains collections of presentations, publications and reports related to Ohio State University.
Ohio Journal of School Mathematics: Number 65 (Spring 2012)
Uzan, Erol; Harkness, Shelly Sheats
This narrative account begins in a high school classroom as we describe how students were mostly unengaged
with a "Problem of the Week." As observers in this setting, we sat in the back of the classroom and attempted
to solve the problem: Choose any three vertices of a cube at random.What is the probability that any three
vertices will form a right triangle? Because of our different answers to the problem and the struggles we
experienced as we attempted to visualize a cube with triangles on the faces and in the interior space we later
created concrete and virtual manipulatives. Additionally, we posed this problem...
Meagher, Michael
This article presents a series of class activities that develop an extended examination of the interplay between
theoretical and experimental probability. In some cases an experiment can be used to confi rm a theory and
in other instances it can be used to develop a theory. Examples include coin-tossing, a dice game, and cup
dropping with Monte Carlo approaches to probability discussed. This set of activities could be used with
preservice teachers to improve their content knowledge in the area of probability as well as provide both a
model of inquiry-based approaches and a forum for discussing pedagogical techniques involving hands-on
activities. They could also be...
Bolognese, Chris
The Laws of Sines and Cosines are tremendously powerful in solving application problems, but traditionally
the use of these methods is reduced to solving static word problems out of a textbook. This article describes
a way for students to apply these trigonometric methods to a very novel and motivating context of hitting their
mathematics teacher with water balloon trajectories.
Hoover, Stephanie
The article depicts two mathematical lessons in a first grade classroom that incorporate literacy throughout
to increase students’ knowledge and understanding of the mathematical concepts. The first lesson uses the
book, The Doorbell Rang (1987) to introduce sharing and dividing, and the second lesson incorporate the
book, The Penny Pot (1998) to reinforce counting money. In both lessons, the students explore mathematics
through read-alouds, problem solving, classroom discussions, and manipulative use. The article presents the
two different lessons in detail and includes classroom discussions to illustrate the students’ thinking process,
understanding, and discovery of the two different mathematical concepts being taught in the classroom.
Lee, Hea-Jin; Link, Rebecca
This paper shares seven interactive stations teaching measurement concepts and skills: Measuring Weights; Comparing Volumes of Cylinders; Comparing Volumes of Various Bottles; Measuring Areas of Irregular Shapes; Measuring Perimeters of Irregular Shapes; Comparing Volumes of Prisms and Pyramids; and Comparing Volume of Cone to Sphere. These stations engage students in measuring real life objects, using different measurement units and tools, and working with embedded problems. Authors describe the objective, main mathematical concepts, and possible extension ideas for each station.
Christie, Gary
Two teachers incorporate research findings into helping a first grade class build the conceptual foundation of the ruler. Assessing students to identify common misconceptions and errors reported in the literature, the teachers design a lesson in which students effectively create their own rulers from square inch cardstock. By creating their rulers, students find similarities between their manufactured rulers and the classroom set. As a result students seem to better understand the "meaning" of the spaces between the numbers on a ruler, and use the ruler more accurately to measure.
Peshek, Sarah
Differentiated instruction provides a way for teachers to meet the needs of all students in a mathematics
classroom. Some teachers, however, may be apprehensive about its implementation because of concerns
related to assessment of student learning within this framework. This article explains how summative and
formative assessments are both necessary and reasonable to perform within the differentiated mathematics
classroom. The principles suggested are appropriate for any mathematics classroom, but a specific example
is discussed in the area of fractions.
Minor, Darrell
In 1881, Simon Newcomb made the simple observation that the beginning pages of books were more worn
than the later pages of those books. From that routine observation, Newcomb and others developed a
mathematical principle involving logarithms that can be observed in a wide variety of data, from birth and
death rates, to lengths of rivers, to financial transactions. In this article, the author provides an example of
how this principle can be used to detect fraud in a company’s accounts payable department. Suggestions for
classroom activities are provided for additional exploration.
Samoly, Kevin
The abacus is a counting tool that has been used for thousands of years. Throughout history, calculating larger
numbers has been problematic, especially for the common uneducated merchant. Out of this necessity, the
idea of the abacus was born. Solving problems on an abacus is a quick mechanical process rivaling that of
modern-day four-function calculators. After first addressing basic counting procedures and memorizing a few
simple rules, students can use the abacus to solve a variety of problems. The abacus is a timeless computing
tool that is still applicable in today’s classrooms.
Flick, Michael; Kuchey, Debbie
Includes Errata for 2011 Fall Issue on page 4.