Ohio Journal of School Mathematics: Number 69 (Spring 2014)

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https://kb.osu.edu/handle/1811/78041

Front Matter
pp. i-iii
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Information Literacy, a New Mandate: Undergraduate Assignment for Open-Ended Research and Creative Design
Pershell, Karoline pp. 1-5
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The Number Line Model for Conceptual Understanding of Fractions
Heron, Michele pp. 7-11
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Developing Mathematical Practices: Small Group Discussions
Store, Jessie C. pp. 12-17
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The Cream in My Polytope
Kinner, Bob pp. 18-23
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Using Technology to Explore the Geometry of Navajo Weavings
Kirchner, Mary Kay; Sarhangi, Reza pp. 24-30
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Froebel Gifts: A Tool to Reinforce Conceptual Knowledge of Fractions
Correia, Joao; Fisher, Molly H. pp. 31-35
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Lafontaine's Quarter and the Number Quarter: The Difference between Jungle Justice and Mathematics Justice
Patkin, Dorit pp. 36-40
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Contest Corner: Developing Problem Solving Skills and Attitudes in our K-12 Students
Kuchey, Debora; Flick, Michael pp. 41-44
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Mathematical Morsels: A Monthly Voyage of Problem Solving Goodness
Bolognese, Chris; Osinski, John pp. 45-47
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Back Matter
pp. 48-53
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Now showing 1 - 11 of 11

Front Matter (Number 69, Spring 2014)
(Ohio Council of Teachers of Mathematics, 2014)
Information Literacy, a New Mandate: Undergraduate Assignment for Open-Ended Research and Creative Design
(Ohio Council of Teachers of Mathematics, 2014) Pershell, Karoline
Long gone are the days of a math professor’s contribution being only to mathematics. Today, typical mission statements include goals of writing across the curriculum, higher order thinking, and always creativity and self-expression. This writing assignment focused on developing information literacy, the art of finding meaning and authenticity in the deluge of information that is available today. Like other components peripheral to math education, information literacy weaves techniques of analytical thinking and decision making into a standard curriculum.
The Number Line Model for Conceptual Understanding of Fractions
(Ohio Council of Teachers of Mathematics, 2014) Heron, Michele
This paper outlines misconceptions related to the number line model for describing fractions. Examples of student work from a local research project are provided to illustrate these misconceptions. Instructional strategies for representations and academic language to be used when working with the number line model are described.
Developing Mathematical Practices: Small Group Discussions
(Ohio Council of Teachers of Mathematics, 2014) Store, Jessie C.
Facilitating small group discussions is essential. Small group discussions determine the quality of whole group discussions and the opportunities for students’ mathematical thinking. They also support students’ cognitive autonomy, communication, and justification strategies. Realizing these benefits depends on the quality of the small group discussions. In this paper, several practices for facilitating productive small group discussions are discussed. These practices include expecting and assessing students’ understanding of strategies used by their peers, and giving students a responsibility to make their strategies accessible to others. Questions to guide and assess small group discussions are included. These practices were observed in several classrooms during a longitudinal study.
The Cream in My Polytope
(Ohio Council of Teachers of Mathematics, 2014) Kinner, Bob
This guided discovery project provides high school math students an opportunity to solve a real-world problem by applying tools they have learned in geometry and, optionally, calculus. The task is to determine the volume, surface area, and other properties of a certain form of folded paper container, such as those used by Wendy’s for sour cream. Students first construct the containers, and then are challenged to find a geometric way to determine the volume of these objects, which do not fit conventional volume formulas. They next find surface area and, optionally, angles of the container. In the process, 2- and 3-dimensional visualization skills are exercised. Calculus students are asked to find the volume by the method of slabs, and subsequently to determine the dimensions that optimize the surface-to-volume ratio. Several additional extensions are suggested, and core curriculum standards are listed. Diagrams and calculations are provided. While much support material is provided, it is hoped that the teacher will encourage students to explore, discover and invent as much as possible on their own.
Using Technology to Explore the Geometry of Navajo Weavings
(Ohio Council of Teachers of Mathematics, 2014) Kirchner, Mary Kay; Sarhangi, Reza
The Navajo Nation is famous for the creation of many styles of weavings, with respect to variations produced by different types of yarns, geometric patterns, and pictorial themes. This article will highlight traditional and contemporary Navajo weaving styles and the use of technology to explore the fundamental regions and to find the fractals within Navajo weavings.
Froebel Gifts: A Tool to Reinforce Conceptual Knowledge of Fractions
(Ohio Council of Teachers of Mathematics, 2014) Correia, Joao; Fisher, Molly H.
In this manuscript, we review Froebel Gifts and its use as an effective, practical tool to teach and reinforce conceptual knowledge that students should acquire regarding fractions. Furthermore, we set forth and examine the different techniques and methods that can be used to explore this manipulative as a teaching material, and end focusing on the fifth Froebel Gift and several practical and interesting activities that can be developed with this material in class.
Lafontaine's Quarter and the Number Quarter: The Difference between Jungle Justice and Mathematics Justice
(Ohio Council of Teachers of Mathematics, 2014) Patkin, Dorit
This article discusses a unique approach to mathematics teaching, grounded in the use of examples taken from the world around us and implemented in two 4th grade classes. It presents literacy activities designed to foster a language of mathematics for all pupil populations (mainstream, gifted and pupils with special needs) and highlights the relation between the daily language and the language of mathematics. The concept is rooted in the requirement to strengthen the inter-disciplinary connections in different systems, including education systems. Thus, we have the opportunity to implement a tool of meaningful learning, entailing better comprehension of the subject and finding the beauty encompassed in it. The activities focus on the positive effect of integrating fables as literary genre for improving the language of mathematics, reducing the fear of mathematics problem solving and increasing the satisfaction with mathematics.
Contest Corner: Developing Problem Solving Skills and Attitudes in our K-12 Students
(Ohio Council of Teachers of Mathematics, 2014) Kuchey, Debora; Flick, Michael
Mathematical Morsels: A Monthly Voyage of Problem Solving Goodness
(Ohio Council of Teachers of Mathematics, 2014) Bolognese, Chris; Osinski, John
Back Matter (Number 69, Spring 2014)
(Ohio Council of Teachers of Mathematics, 2014)

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