Tracking Rates and History along the Transcontinental Railroad

Autor/inn/en	Perham, Arnold E.; Perham, Faustine L.
Titel	Tracking Rates and History along the Transcontinental Railroad
Quelle	In: Mathematics Teacher, 108 (2015) 7, S.528-535 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Interdisciplinary Approach; United States History; Transportation; Algebra; Secondary School Mathematics; Problem Solving; Word Problems (Mathematics); High School Students + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Verkehrswesen; Problemlösen; Textaufgabe; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	The Transcontinental Railroad began laying track east from Sacramento, California, in 1863 and west from Omaha, Nebraska, in 1865; the two lines eventually met in Promontory Summit, Utah, in 1869. One of the train towns, Ogallala, Nebraska, consisted of only a section house and water tank alongside newly laid track. Over the next few years, train towns along the tracks of the First Transcontinental Railroad will be celebrating 150 years of railroad heritage. This investigation presents a mathematics and history interdisciplinary unit for Algebra 2 students that has proved to be a rich modeling experience grounded in this significant historical event. The unit highlights four Standards of Mathematical Practices (SMPs) of the Common Core State Standards for Mathematics. A bibliography is included. (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