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Award-Winning Teachers Put Math on Hands and Heads

The views expressed are those of the author and are not necessarily those of Scientific American.


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Patrick Honner (runner-up), Saul Rosenthal (Trustee and Sponsor), and Scott Goldthorp (winner) pose for a photo at the announcement of the winner of the first annual Rosenthal Prize for Innovation in Mathematics Teaching. Image: Museum of Mathematics

Many math teachers have a hands-on approach to their subject, but those hands aren’t usually covered in finger paint. Scott Goldthorp, however, sometimes teaches messy math classes. Goldthorp, a teacher at Rosa International Middle School in Cherry Hill, New Jersey, was the grand prize winner of the inaugural Rosenthal Prize for innovation in math teaching, sponsored by the recently opened Museum of Mathematics and awarded during MoMath’s opening week last December.

The Rosenthal Prize aims both to provide incentives to outstanding math teachers with new ideas and to disseminate those ideas as widely as possible. In addition to cash prizes, Goldthorp and runner-up Patrick Honner will have their winning lessons distributed to schools around the country later this year.

Goldthorp’s lesson plan covers some basic concepts in statistics. To make the lesson exciting, Goldthorp has the students create their own data set. He hangs butcher paper on the wall and has students roll up their sleeves and paint their palms. Each student places two handprints on the butcher paper: one from a standing position, and one at the top of a jump. Students measure the heights of each handprint and the distances between the standing and jumping prints. “The beginning part is a little messy,” Goldthorp says. “I think that’s necessary to get the students excited about it. Once they get excited about it, they can do anything they want.”

Goldthorp, who teaches science in addition to math, welcomes the non-mathematical inquiry that the lesson fosters. “It was surprising for the students that the taller people didn’t necessarily jump higher than the shorter students in the class.” They talk about why this might be and have some interesting discussions on anatomy and physiology in addition to statistics. “It’s fun having those conversations with the students,” Goldthorp says.

To me, part of the beauty of this lesson is how simple and easy it is to implement. Pretty much every middle school in the country can get some paint and butcher paper, and the math topics it teaches are part of the standard curriculum, so teachers won’t have to add a new topic to their schedules.

Goldthorp says that students respond very positively to hands-on lessons like this. “When I first started doing it, the students seemed a little apprehensive: This is math class, we should just be calculating numbers!” says Goldthorp. “At the beginning of the year, they might be out of their comfort zone. But after they get used to it, they love it.”

Runner-up Patrick Honner, a teacher at Brooklyn Technical High School in New York, submitted a very different lesson. He has students work in groups make hats for spheres. As a sometimes wearer of mathematically inspired hats, I approve. Honner’s lesson emphasizes concepts in solid geometry while allowing kids to let their creative, artistic sides show too. “Students reflected that it was nice to have not just an image of certain solids, but this direct experience with how you put them together.”

 

A sphere wears a hexagonal hat. Image: Patrick Honner

In Honner’s classroom, the hat lesson was very open-ended. But for the competition he created a more structured set of activities so that teachers will be able to modify the projects for students of different ages and levels of mathematical sophistication. Honner’s classes are interactive and flexible whenever possible. “I try to create opportunities to explore ideas with students,” he says. “I want the classroom to be a place where we explore ideas together, where students can play around, experiment, collaborate, argue, create, and reflect on everything.” Honner is active in Math for America and writes for the New York Times Learning Network in addition to his personal blog.

Honner has gotten positive feedback on hands-on lessons like this one. “Students really enjoy opportunities to collaborate in a meaningful way,” he says. “They enjoy seeing how creative their classmates are.”

This sphere is thirsty 4 math. Image: Patrick Honner

It’s easy for me to get discouraged by the seemingly constant barrage of negative stories about mathematics education. But the Rosenthal Prize reminds me that there are a lot of great teachers in our classrooms who are reaching students in fun ways. If you are one of those teachers, you have until May 10 to submit a lesson plan for this year’s Rosenthal Prize.

Evelyn Lamb About the Author: Evelyn Lamb is a postdoc at the University of Utah. She writes about mathematics and other cool stuff. Follow on Twitter @evelynjlamb.

The views expressed are those of the author and are not necessarily those of Scientific American.



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  1. 1. dadster 4:33 pm 05/3/2013

    Such playful teaching maths in which classes are we talking about here ?it’s perhaps OK up from KG classes to year three . America now needs crash courses in maths from fourth year onwards . There is lot of ground to cover . It’s the teacher’s enthusiasm , commitment and dedication that makes it inspiring for their students to learn whatever subject , such a teacher , teaches, maths included. In maths it’s the examples and the setting of the question / problem that makes it challenging and exciting. If examples are taken from real life problems and needs instead of from impersonal or hypothetical settings and situations that would make come alive . For statistical lessons analyze their own class marks and gradings and data generated from within the class itself instead of bringing in data from external sources. Text book examples cooed be then given for their home task . One more very important aspect of teaching maths . The more experience one gains by manipulating facts and figures the more one becomes comfortable with maths . So daily 30 to 40 minutes worth of home tasks need be compulsorily given to students. If such tasks are chosen individually to fit the abilities of individual students that would menthe best. Those who are extra good in maths need be given extra- challenging questions and puzzles. All children like puzzles . And that’s one door through which many maths lessons, principles ,and the beauty of maths could be brought home in all it’s glory and attractiveness . Then again, expressing the same concepts employing different mathematical techniques like graphs , geometry, algebra , numerically too and descriptively in maths lingo, would capture the student interest. Maths is highly addictive . Once interest is created , the students will take off unstoppably . They will find their own problems to solve and the teacher can safely turn their attention to others who are to be ignited.Maths is less physical but more intellectual; flicks from abstract to concrete with ease.Teach students mathematical modeling of physical problems they encounter . I think operational research at it’s elementary level like maximization of profit functions or minimizing losses in gambling would be good it’s taught from year five onwards . By year six it is imperative that calculus , theory of change be introduced to children . By GCSE level tensors need be introduced in it’s elementary applications . Complicated applications could be reserved for higher levels and go on into college levels. Syllabii of other science subjects like Physics and Chemistry need also be upgraded to come at par with maths.I have personally tried it out in class rooms and found that GCE level students easily formulating differential equations from actual life challenges even though they didn’t know how tom solve the equations.. Up to higher secondary school levels teaching of maths should be combined to physical examples . Abstract pure maths need be introduced at degree levels only to appreciate and reveal the radiant beauty of maths. Maths at physical level is not an infallible entity .it’s more an approximation than a precise description of reality. Teaching and learning maths is an inspired activity. A lot of group games and activities could be organized to reveal the inner consistencies and the beauty of maths even while one enjoys the capitals of the world

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