Ancient Egyptians Unit Fraction Word problem, September 23 As They might borrow a horse( or simply assume their horse was still alive) and do the math! So the first son got 6 horses, the second one 4 horses and the last one 1 horse. The sum would be 6+4+1=11, and they could return the horse they borrowed to its ownerđź’ˇ Scholars of ancient Egypt (ca. 3000 BCE) were very practical in their approaches to mathematics . This led them to a curious approach to thinking about fractions. The Egyptians wrote all their fractions as sums of unit fractions because feel unitĂ© fractions had a good intuitive feel to them which dose not seem to be important in our schooling today’s! For example, if you ask a kid how we can divide 7 cookies among 12 kids, he/ she most likely will say that everyone will take 7/12 of cookie! the answer is true , but is it practical? Why mathematics learning and teaching has become so dry and non- r...
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Integrating history of mathematics in a classroom
By
Roya
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Welcome to the Mathematics World :) Why teach math history I am a big fan of mathematical history because you get a sense of how difficult some things were, like determining the area of a circle, or concepts like line, functions or infinity! Who developed that math? Why did they? What questions were they asking when they were developing it? Seeing how different people approached these concepts give us an insight into how it is possible to solve problems. However, the use of history of mathematics in math classroom as a didactical tool is difficult and time consuming. After reading this article : https://drive.google.com/open?id=0B00n89L6TX5gWld6dW5pcjVHd2M I learned about wide range of possible ways of implementing history in the mathematics classroom, through giving examples under some interesting headings like: -Taking advantage of errors, alternative conceptions, change of perspective, revision of implicit assumptions, intuitive arguments -Hi...
By
Roya
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My take away from the Presentation and Number with Personality article is that in all cultures numbers have been more than just symbols of quantities, they are words, and connected to perception and emotion, social relationship and judgment. Moreover, visual representation of a quantity are also linked to the sound of number words. For example, head variant glyphs in Mayan culture we're as visual metaphor for the sounds of the numbers, or In China, the good luck/ bad luck numbers such as 4 and 8 are also linked to their sounds. It is interesting to learn about number personality in different cultures, but I would not talk about them with my secondary students. The reason is that, this topic might arise bias or judgment of people coming form different backgrounds and make some of my students uncomfortable, considering the multicultural climate of Canadian schools.
Lovely! Great tracking of your mathematical thinking here.
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