Mathematics is all around us. If we embrace it, math makes our lives easier. This concept comes from a book called Our Days Are Numbered by Jason I. Brown. (This book also gives examples of how math is a part of our daily lives.) As a teacher, if we can see the math that is found in everyday life, then we can translate these experiences to our students. We can demonstrate the benefits of using math in authentic ways and share the joys of discovering new mathematical ideas. Math is largely the study of patterns found in the world and so a foundation in figuring out patterns using logic is of great value when learning math curriculum in school. One way to develop these logic skills is through the use of games.
Games are mathematical because they have rules. Out of rules come patterns and through these patterns we discover strategies to improve in these games. The strategies we develop exercise our ability to think logically. So, if games help us to practice logic and if students like games, why not use games in school?
There are many types of games and I do not wish to discount any of them as you may discover ways to use them in your math classroom. It is up to you to decide what games will help you to meet your curriculum goals. Spatial puzzles are mathematical, such as fitting pieces together to create a shape. Riddles work the brain to discover the logic in the statement. “Joe, a professional writer, was sitting in his cabin writing a letter. There was a violent electrical storm outside and suddenly he died. How did he die?” (From the game MindTrap) Such games get one to seek common patterns in words and to find words that can mean different things in order to solve them. Math disguised as words. More obvious games like Dominos and Sudoku have a set of rules and multiple strategies to winning that one discovers through play.
If we look to children we will find more evidence of math in the world. When toddlers play with shapes, placing them into a ball, they learn that each shape fits into one and only one hole – logic is discovered. Dance and music have math imbedded in them through beats and off-beats. Language is partly learned through the recognition of patterns. A basic sentence has a noun and then a verb followed by another noun or adjective. In fact, children learn such complex patterns in language at a subconscious level. For example, the words “a”, “an”, and “the” have basic rules of use, but for the most part follow such a complex set of rules that people with doctorates in linguistics or English cannot describe them. Childhood provides a concrete foundation for a world rich with math.
In the classroom, teachers can capitalize on the learner’s ability to think logically and their familiarity with games to help them to think mathematically. How? We know that games help us to think logically. Games – rules – patterns – logic. Patterns are the link to math. So, as teachers we can, for example, take the learners through a series of steps when playing certain games.
1. Learn the rules of a new game
2. Play this game looking for strategies of what to do and what not to do.
3. Discuss strategies with each other.
4. Illustrate in words and images the patterns found and the strategies derived from these patterns.
Discussion could also come as a fifth step again, sharing with a larger group, jigsaw, or as a class. The end result is the learner has now gone through the process of creating a proof. Very mathematical if I do say so myself.
The last two paragraphs were adapted from an article I read entitled Learning Deductive Reasoning Through Games of Logic by P. Janelle McFeetors and Ralph T. Mason found in Mathematics Teacher Vol. 103, No. 4, November 2009. Also found in the same volume is an article titled Japanese Logic Puzzles by Jeffrey J. Wanko. Both are great articles to read if you are interested in doing some professional development in this area for your next example of learning. At the very least I recommend picking a game, puzzle or brainteaser and creating your own proof. And if you are a math teacher and are not a member of the National Council of Teachers of Mathematics, I highly recommend you join. There is a wealth of information to be found in the articles that apply to daily classes. Many of them are lessons, while others focus on problems and ideas to overcome them. Please check out the NCTM website and decide for yourself.
Solution to the riddle:
“He died in a plane crash. Joe is a professional skywriter. While writing a letter, his plane was hit by lightning.”
Logic: The word cabin can mean a cottage, a private room on a ship, or the passenger area on an aircraft. A violent electrical storm would be very dangerous for a plane to fly in. Planes are made of metal (mostly aluminum), and are conductors of electricity. While lightning hits planes on a regular basis, electricity usually passes around the plane. Very rarely, it will pass through the fuselage (body), causing perhaps electrocution or a fuel tank explosion.
Technical details i this answer found at http://www.msnbc.msn.com/id/43015498/ns/technology_and_science-science/t/video-shows-how-jets-survive-lightning-strikes/#.Tw5jaRyHpwc
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