Overview of Lesson Two - Math Around the World
This lesson will expand the student’s awareness of mathematics around the globe. In many countries, mathematics is often a practical matter, i.e., how much can I reduce a price for selling my wares and still buy my family supper. This lesson will use global awareness and diversity to engage the student in different kinds of mathematics and demonstrate why it is essential to understand and utilize mathematics in this ever changing world.
Resources and Preparation
This lesson plan will utilize online learning through a website and is intended for students in college basic mathematics. The time it would take to develop the website could be from 5 - 10 hours including research. Resources used for development of the website include:
Carpenter math
Bead loom
Counting to ten – a YouTube video
Count to ten – written words
Mancala game
Sudoku game
Mahjong Game
A website platform of your choice.
Carpenter math
Bead loom
Counting to ten – a YouTube video
Count to ten – written words
Mancala game
Sudoku game
Mahjong Game
A website platform of your choice.
Theory and Practice
By awareness of how mathematics is presented and utilized in other countries through ethnomathematic activities, students will embrace their own mathematical discoveries in a positive manner. Orey and Rosa (2006) state,
Ongoing contact of students with diverse and different ways of thinking and
practicing mathematics, will raise interest in learning the necessary and required
content, by having students apply mathematical concepts to future professional
contexts and by facilitating student performance”. (p. 65)
There is more than one way to analyze a problem and more than one way to find a solution. People often feel that their own culture’s way of finding a solution to a problem is the ‘right’ way. It is important for students to see a variety of mathematics from other cultures to understand why mathematics is necessary in their own culture. The State of New Jersey has integrated cultural diversity into the mathematical standards which can provide leadership for the rest of the educators in United States. The New Jersey State Mathematical Education standards (1996) state:
Mathematics plays an integral role in art, music, games, explorations, inventions,
and commerce within virtually any culture. People in all societies have devise their
own ways of doing mathematics, and an inclusive study of cultures and their
various contributions to mathematics is an effective way to demonstrate its
relevance to all students. (p.11)
By embracing other mathematical cultures, we learn to see the similarities and differences of a mathematical concept which helps a student own their mathematical identity.
Ongoing contact of students with diverse and different ways of thinking and
practicing mathematics, will raise interest in learning the necessary and required
content, by having students apply mathematical concepts to future professional
contexts and by facilitating student performance”. (p. 65)
There is more than one way to analyze a problem and more than one way to find a solution. People often feel that their own culture’s way of finding a solution to a problem is the ‘right’ way. It is important for students to see a variety of mathematics from other cultures to understand why mathematics is necessary in their own culture. The State of New Jersey has integrated cultural diversity into the mathematical standards which can provide leadership for the rest of the educators in United States. The New Jersey State Mathematical Education standards (1996) state:
Mathematics plays an integral role in art, music, games, explorations, inventions,
and commerce within virtually any culture. People in all societies have devise their
own ways of doing mathematics, and an inclusive study of cultures and their
various contributions to mathematics is an effective way to demonstrate its
relevance to all students. (p.11)
By embracing other mathematical cultures, we learn to see the similarities and differences of a mathematical concept which helps a student own their mathematical identity.
Standards
Course Description (from Indiana Core 40 Standards)
Geometry
G.4.2 Define, identify, and construct altitudes, medians, angle bisectors, and perpendicular bisectors.
G.8.1 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.
Discrete Mathematics
DM.7.2 Use game theory to solve non strictly determined games.
Specific Grades Standards in Mathematics
6.3.7 Identify and graph ordered pairs in the four quadrants of the coordinate plane.
College Board Standards for College Success
MI.3.1 Student distinguishes between length and area contexts, develops an understanding of formulas, and applies them to find the perimeter/circumference and area of triangles, quadrilaterals, circles, and composite figures made from these shapes.
MI.3.2.4 I MI.3.2.4 Identifies and graphs points in all four quadrants of the coordinate plane, and draws and labels the vertices of basic shapes on the plane.
Geometry
G.4.2 Define, identify, and construct altitudes, medians, angle bisectors, and perpendicular bisectors.
G.8.1 Use a variety of problem-solving strategies, such as drawing a diagram, making a chart, guess-and-check, solving a simpler problem, writing an equation, and working backwards.
Discrete Mathematics
DM.7.2 Use game theory to solve non strictly determined games.
Specific Grades Standards in Mathematics
6.3.7 Identify and graph ordered pairs in the four quadrants of the coordinate plane.
College Board Standards for College Success
MI.3.1 Student distinguishes between length and area contexts, develops an understanding of formulas, and applies them to find the perimeter/circumference and area of triangles, quadrilaterals, circles, and composite figures made from these shapes.
MI.3.2.4 I MI.3.2.4 Identifies and graphs points in all four quadrants of the coordinate plane, and draws and labels the vertices of basic shapes on the plane.
Objectives
Students will learn that upon successful completion of the mathematics around the world unit, students will:
1. Learn that math is not just a subject taught in the United States, but that mathematics is used all over the globe.
2. Understand how to count to ten in ten different languages – How to Count
3. Be able to use diagonals and perpendicular bisectors - Carpenter Math
4. Be able plotting points on the Cartesian coordinate system - Bead Loom
5. See how logic is utilized to solve problems – International Games
1. Learn that math is not just a subject taught in the United States, but that mathematics is used all over the globe.
2. Understand how to count to ten in ten different languages – How to Count
3. Be able to use diagonals and perpendicular bisectors - Carpenter Math
4. Be able plotting points on the Cartesian coordinate system - Bead Loom
5. See how logic is utilized to solve problems – International Games
Instructional Delivery
Students will access www.auntsallylearningcenter.weebly.com
1) How to Count – students will learn how different languages say the same counting numbers. (15 min.)
2) The Ethnomathematic Connection (Carpenter Math) – students will recreate how a South African carpenter and an American carpenter would find the center of the same dining room table using two different geometry concepts. (15-30 minutes)
3) Create Your Own Bead Loom- students will explore the Cartesian coordinate plane by creating their own Native American bead design. (20 minutes)
4) International Games -Mancala/Africa, Sudoku Japan and Mahjong/China (30 minutes plus, depending on student)
1) How to Count – students will learn how different languages say the same counting numbers. (15 min.)
2) The Ethnomathematic Connection (Carpenter Math) – students will recreate how a South African carpenter and an American carpenter would find the center of the same dining room table using two different geometry concepts. (15-30 minutes)
3) Create Your Own Bead Loom- students will explore the Cartesian coordinate plane by creating their own Native American bead design. (20 minutes)
4) International Games -Mancala/Africa, Sudoku Japan and Mahjong/China (30 minutes plus, depending on student)
Additional Resources
Assessment
Students will be encouraged to take an assessment of what they have learned by recording counting to ten in their favorite language, create their own bead loom design and create their own Sudoku to share with their friends.
Citations
Orey, D.C., & Rosa, M. (2006). Ethnomathematics: cultural assertions and
challenges towards pedagogical action. Journal of Mathematics and Culture, V1(1)
May 2006 p. 57-78
New Jersey State Standards. (1996). Standard 16 – Excellence and Equity For All
Students. Retrieved from web site http://www.state.nj.us/education/frameworks
/math/math14.pdf. p. 1-73
challenges towards pedagogical action. Journal of Mathematics and Culture, V1(1)
May 2006 p. 57-78
New Jersey State Standards. (1996). Standard 16 – Excellence and Equity For All
Students. Retrieved from web site http://www.state.nj.us/education/frameworks
/math/math14.pdf. p. 1-73