THE STORY OF THE TROJAN OCTAGON

Stories that are presented through literature or popular media can be used to invite students into the world of math; stir their mathematical imaginations; and enhance their ability to read about, write about, and discuss math. This article explores how literature ("Flatland," the book and...

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Published in:Mathematics teaching in the middle school 2010-10, Vol.16 (3), p.172-179
Main Authors: Derado, Josip, Garner, Mary, Edwards, Belinda P., Garrett, Violette L.
Format: Article
Language:English
Subjects:
Childrens literature
Circles
Concept Formation
Cubes
Elementary school mathematics
Geometric Concepts
Georgia
Imagination
Knowledge Level
Literature
Mathematical Concepts
Mathematical objects
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Instruction
Middle Schools
Octagons
Polygons
Pretests Posttests
Relevance (Education)
Secondary School Mathematics
Student Motivation
Teaching Methods
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container_end_page 179
container_issue 3
container_start_page 172
container_title Mathematics teaching in the middle school
container_volume 16
creator Derado, Josip
Garner, Mary
Edwards, Belinda P.
Garrett, Violette L.
description Stories that are presented through literature or popular media can be used to invite students into the world of math; stir their mathematical imaginations; and enhance their ability to read about, write about, and discuss math. This article explores how literature ("Flatland," the book and the movie) and an existing seventh-grade unit (Slices and Shadows) on two-dimensional and three-dimensional shapes were used to stimulate students' interest and engagement with some significant mathematics. Using "Flatland: The Movie" to set the stage, students employ imagination and geometric constructions to reinforce their understanding of polygons. Preliminary evidence indicated that the activity was a success: (1) pretesting and posttesting scores showed an increase in student learning; (2) students made personal connections to the story; (3) they framed mathematical ideas in their own language; and (4) they extended stories in their own ways. (Contains 6 figures and 1 table.)
doi_str_mv 10.5951/MTMS.16.3.0172
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ispartof Mathematics teaching in the middle school, 2010-10, Vol.16 (3), p.172-179
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source JSTOR Archival Journals and Primary Sources Collection; ERIC
subjects Childrens literature
Circles
Concept Formation
Cubes
Elementary school mathematics
Geometric Concepts
Georgia
Imagination
Knowledge Level
Literature
Mathematical Concepts
Mathematical objects
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Instruction
Middle Schools
Octagons
Polygons
Pretests Posttests
Relevance (Education)
Secondary School Mathematics
Student Motivation
Teaching Methods
title THE STORY OF THE TROJAN OCTAGON
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