A "Chilling" Project Integrating Mathematics, Science, and Technology

Autor/in	Schooler, Susan Rodgers
Titel	A "Chilling" Project Integrating Mathematics, Science, and Technology
Quelle	In: Mathematics Teaching in the Middle School, 10 (2004) 3, S.116-121 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Creative Thinking; Integrated Curriculum; Mathematics Instruction; Secondary School Mathematics; Middle School Students; Measurement Techniques; Mathematics Skills; Cooperative Learning; Information Technology; Problem Solving; Thinking Skills; Computation; Mathematical Formulas; Geometric Concepts; Evaluative Thinking + Suchen Sie Ihr Suchwort? Kreatives Denken; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Messtechnik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kooperatives Lernen; Informationstechnologie; Problemlösen; Denkfähigkeit; Mathematische Formel; Elementare Geometrie
Abstract	"Principles and Standards for School Mathematics" states that in the middle grades "measurement concepts and skills can be developed and used throughout the school year rather than treated exclusively as a separate unit of study" (National Council of Teachers of Mathematics 200, p. 241). This article describes a collaborative activity that combined a mathematics class and a technology design class in a setting that encouraged creativity, problem solving, and divergent thinking. The students in the math class had just completed a unit on calculating surface areas and volumes, and were expected to be able to use formulas to find the surface area and volume of basic three-dimensional shapes. The technology students had been working on the IDEATE design process, which gives six specific steps that students should follow in a design project: (1) Identify and define the problem; (2) Develop the design brief; (3) Explore possible alternatives; (4) Accumulate and assess the alternatives; (5) Try out the best solution; and (6) Evaluate the results. In this collaborative activity, forty-five students from both classes, grouped into teams of three or four, were instructed to design and build a container to hold ice for 24 hours and to keep it from melting. The maximum volume of the container, the amount of water to freeze, and other restrictions were also given. Instructors were extremely pleased with the results of this unit, finding it to be a good interdisciplinary mix of mathematics and technology. The setting allowed students to practice content-area skills that they had learned in each class, as well as use higher-order thinking skills. Extensive use of analysis, synthesis, and evaluation, the top three levels of thinking skills in Bloom's taxonomy, were evident on a daily basis throughout the project. (Contains 6 figures.) (Author).
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	2017/4/10