Fracking: Drilling into Math and Social Justice

Autor/in	Hendrickson, Katie A.
Titel	Fracking: Drilling into Math and Social Justice
Quelle	In: Mathematics Teaching in the Middle School, 20 (2015) 6, S.367-371 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Mathematical Models; Relevance (Education); Teaching Methods; Natural Resources; Fuels; Social Justice; Learning Activities; Mathematics Skills; Word Problems (Mathematics); Secondary School Mathematics; Middle School Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Natural Ressource; Natürliche Ressource; Treibstoff; Soziale Gerechtigkeit; Lernaktivität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Textaufgabe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Mathematical modeling, a focus of the Common Core State Standards for School Mathematics (CCSSI 2010) and one of the Standards for Mathematical Practice, is generally considered to be the process of exploring a real-world situation and making sense of it using mathematics (Lesh and Zawojewski 2007). Teachers need to create opportunities for students to use mathematics to make sense of real-world situations. Fracking is shorthand for hydraulic fracturing, a method of extracting natural gas from the earth. This is a current hot-button issue for the community in which the author lives and teaches. High levels of shale have recently been identified in the rural, high-poverty area, and oil and gas companies have begun offering landowners large sums of money to allow drilling on their land. In the following sections, the author will describe the challenges faced during a lesson that allowed her students to model a real-world situation using rich mathematics. This community-focused lesson that allows students to explore and model their findings with mathematics can also produce students who are aware of the environment. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01