(Ohio Council of Teachers of Mathematics, 2014) Wares, Arsalan
The purpose of this paper is to describe the mathematics that emanates from the construction of
an origami box. We first construct a simple origami box and then discuss some of the mathematical
questions that arise in the context of geometry and calculus.
(Ohio Council of Teachers of Mathematics, 2014) Miracle-Meiman, Beth; Thomas, Jonathan
Relational thinking is a necessary and vital component for
true conceptual understanding of mathematical thinking and
application. Teachers and administrators who realize and
nurture this pedagogical component through the study of
vertical knowledge, collaboration, and ongoing professional
development are solidifying a strong foundational
mathematical journey for their students.
(Ohio Council of Teachers of Mathematics, 2014) Sharp, Brian
The raising, tagging and releasing of Monarch butterflies is a staple in
many science classes. However, there are several aspects of Monarch
butterflies that can be used as a basis for interesting mathematics lessons.
In addition to providing examples of activities related to Monarch
butterflies, this article also discusses ways in which students might think
about the mathematical concepts involved.
(Ohio Council of Teachers of Mathematics, 2014) Hendrickson, Katie A.; Sudnick, Nina
This article describes an activity completed by
middle school math students prior to the class trip to
Washington, D.C. The activity could be completed
by students in grades 6-10 working with ratios,
proportional reasoning, and scale models. This
activity combines mathematical content with
research and historical facts from our nation’s
capital, as well as real-life experiences on
information gathering and messy data.
(Ohio Council of Teachers of Mathematics, 2014) Harkness, Shelly Sheats; Truhart, Regina; Gregson, Susan
Costuming and design for theatrical productions requires the creative
use of mathematics and mathematical processes. To introduce students
to the relationship between mathematics and art in costume design,
mathematics educators collaborated with a costuming and design
professor from the College Conservatory of Music to create this series
of activities based on one expressive element – the hat. A central goal of
the series of activities was to help students understand the role of
mathematics in both the structural and aesthetic components of the
design process. Mathematical Practices, Ratio and Proportion, and
Geometry Common Core Standards are addressed.
(Ohio Council of Teachers of Mathematics, 2014) Flores, Alfinio; Park, Jungeun; Sherman, Milan
We present activities, with an interactive computer
program, that serve to bridge two related but different
concepts, derivative at a point and derivative function,
and to help students understand better the relationships
between the two. First, students work with tangent
lines to the graph of the sine function at several points
and then tabulate and graph the values of the slopes of
these lines for the corresponding values of x. Then,
students extend the function to an interval tracing the
values of the slopes as the values of x change. Finally,
students graph simultaneously the values of quotients
of increments for several values of x to make more
explicit the relation between the formal definitions of
derivative at a point and derivative function.