[Edu] more correlations than you might think

[Magi D. Shepley]

Cool article excerpt.  I missed it the first time, I guess.
Anyway... looks like we have California, Texas, Pennsylvania (I saw 
somebody else post a link to PA standards... can't remember who, but if 
that person wants to correlate PA instead of me, that's fine!), Maryland 
and Virginia (I'd said I'd do PA, MD and VA) covered.
I can also probably get NY since I have friends who teach there and did 
my undergraduate work there if nobody else speaks up.
That is quite a good start...  it hits many of the larger states that 
other states look to for new stuff.   I can probably arrange for some of 
it to be published in the Maryland CEC Newsletter, but the next issue 
won't be until September or October. 

Magi

Carol Townsend wrote:

> 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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>>
>>
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