[Edu] more correlations than you might think

[Carol Townsend]

wow.

what a list!!

thanks Steven!
Caro
On 5/30/06, Steven Greenstein <blue42 at mindspring.com> wrote:
>
>  Hi again,
>
>  First, let me tell you how much I appreciate these conversations. Actually,
> you've been doing all the talking; I've just been asking questions. To show
> that I'm grateful, I'm willing to do the correlations to Texas standards.
>
>  Second, since I mentioned correlations. This is an excerpt from an article
> on Games in the Classroom from the Center for Innovation in Mathematics
> Teaching at the University of Exeter. The article also briefly describes the
> plan one school used to integrate games into the curriculum.
>
>  The link:
> http://www.projects.ex.ac.uk/trol/trol/gameclas.htm
>  The excerpt:
>
> Why games?
>  How can games be used to further mathematical education? This question has
> to be addressed and answered if we are to devote time and resources to
> playing games in the classroom. Let us first look at some questions which
> players might pose to themselves on settling down to play a game, and the
> mathematical heading under which we might class such a question.
> Form of question:Mathematical heading:
> 1. "How do I play this?"Interpretation
> 2. "What is the best way of playing?"Optimisation
> 3. "How can I make sure of winning?"Analysis
> 4. "What happens if . . . ?"Variation
> 5. "What are the chances of . . . ?"Probability
> Given a chance to develop answers to questions like that could lead to
> statements commencing as listed below, together with the mathematical idea
> being covered in such a statement.
> Form of statememt:Mathematical idea:
> 6. "This game is the same as . . ."Isomorphism
> 7. "You can win by . . ."A particular case
> 8. "This works with all these games . . ."Generalisation
> 9. "Look, I can show you it does . . ."Proving
> 10. "I record the game like this . . ."Symbolisation and Notation
>  -Steven
>  --
> Life is too short for long division.
>
>
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