Using Math Magic to Reinforce Algebraic Concepts: An Exploratory Study

Autor/in	Lim, Kien H.
Titel	Using Math Magic to Reinforce Algebraic Concepts: An Exploratory Study
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 5, S.747-765 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1537450
Schlagwörter	Teaching Methods; Mathematics Instruction; Algebra; Mathematical Concepts; Arithmetic; Mathematics Activities; Thinking Skills; Problem Solving; Middle School Teachers; Middle School Mathematics; Preservice Teachers; Mathematics Teachers; Middle School Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Denkfähigkeit; Problemlösen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Student; Students; Schüler; Schülerin
Abstract	An exploratory study was conducted to investigate the use of magic activities in a math course for prospective middle-school math teachers. This research report focuses on a lesson using two versions of math magic: (1) the "5-4-3-2-1-½ Magic" involves having students choose a secret number and apply six arithmetic operations in sequence to arrive at a resultant number, and the teacher-magician can spontaneously reveal a student's secret number from the resultant number; and (2) the "Everyone-Got-9 Magic" also involves choosing a secret number and applying arithmetic operations in sequence, but everyone will end up with the same resultant number of 9. These magic activities were implemented to reinforce students' understanding of foundational algebra concepts like variables, expressions, and inverse functions. Analysis of students' written responses revealed that (1) all students who figured out the trick in the first magic activity did not used algebra, (2) most students could apply what they learned in one trick to a similar trick but not to a different trick, and (3) many students were weak in symbolic representations and manipulations. Responses from a survey and a focus group indicate that students found the magic activities to be fun and intellectually engaging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01