Nous avons trouvé 20 articles correspondant à votre recherche.
 |
|
|
|
|
|
|
|
| |
Un aperçu de l'accent qu'on accorde à la calculatrice dans l'apprentissage des mathématiques.
|
AUTEUR(S): Maxine Stinka pour le ministère de l'Éducation de la Saskatchewan
|
|
|
|
| |
Cette unité montre l'intégration des mathématiques (la géométrie en particulier) et des arts visuels par l'entremise des oeuvres de M.C. Escher.
|
AUTEUR(S): Diane Hanson
|
|
|
|
| |
Aboriginal Perspectives is a companion web site to Math Central. It is part of Mathematics with a Human Face. The purpose is to create and make available lesson ideas for teachers, constructed around video clips with an Aboriginal focus. The site is under construction and in its infancy but the intent is that the number of video clips will increase and the lessons will span all areas of the curriculum.
Proceed to Aboriginal Perspectives.
|
AUTEUR(S): Faculty and Students at the University of Regina
|
|
|
|
| |
Karen designed this website to assist teachers and pre-service teachers in the area of mathematics from Kindergarten to Grade 12 . Here you will find a multitude of teacher resources to assist you in incorporating Aboriginal content in your mathematics program.
|
AUTEUR(S): Karen Arnason
|
|
|
|
| |
The atlatl and dart, the predecessor to the bow and arrow, was very important in the lives of Aboriginals in Saskatchewan and all over the world up until about 2000 years ago. Experiment based lessons allow students to learn about the science behind the weapon system that put humans on top of the food chain. Subject integrated lessons for grades 4-12 in the areas of math, science and social studies based on Saskatchewan curriculum objectives.
|
AUTEUR(S): Janice Cotcher
|
|
|
|
| |
This is an article in the eighth edition of Ideas and Resources for Teachers of Mathematics, a newsletter published by the Saskatchewan Mathematics Teachers' Society. The topic of the eighth edition of the newsletter is "Real World Problem Solving" and in this article Erv outlines an assignment which involves interviws in the community as a way to increase a student's understanding of how mathematics is applied in the real world.
|
AUTEUR(S): Erv Henderson
|
|
|
|
| |
In this article Judi and Harley illustrate the seven frieze patterns using art of the indigenous peoples of North America. They then develope some of the mathematics of frieze patterns at a level that is accessible to many students. The teacher notes contain activities with frieze patterns for students at all levels.
|
AUTEUR(S): Judi McDonald and Harley Weston
|
|
|
|
| |
This article is part of the Mathematics Notes series at Washington State University. In the article, Judi and Harley start by determining the functions that map the plane back onto itself, while at the same time, mapping a specified line back onto itself and preserving the size and shape of any objects represented in the plane. These are the functions that preserve frieze patterns. The authors then look at the algebraic structure of this collection of functions under the operation of composition, show that there are only seven frieze groups, and illustrate how they are generated. Each frieze group is represented algebraically and geometrically. The article concludes with a tour of the Washington State University campus, looking at the ways in which frieze groups are exhibited and used in our immediate surroundings.
|
AUTEUR(S): Judith J. McDonald and J. Harley Weston
|
|
|
|
| |
This is a collection of Aboriginal games that teachers can use to integrate culture into Mathematics lessons. The mathematical content includes patterns and relations, probability, data management, numbers and operations, problem solving, critical thinking, and geometry. Students will have fun with the games while they apply their mathematical knowledge.
|
AUTEUR(S): Compiled by Karen Arnason, Mhairi(Vi) Maeers, Judith McDonald and Harley...
|
|
|
|
| |
A mathematical role play using Lake and Island Boards where students plan to move from Jabberwocky to their new planet "New Jabberwocky". Activities included discussions and analysis about climate, population, distance, area and perimeter.
|
AUTEUR(S): Lisa Workman
|
|
|
|
| |
This unit illustrates the integration of mathematics (geometry in particular) and visual arts by using the work of M.C. Escher.
|
AUTEUR(S): Diane Hanson
|
|
|
|
| |
A librarian wrote to Quandaries and Queries inquiring about teaching resources for incorporating writing into mathematics. In this response Walter and Rick supply some references.
|
AUTEUR(S): Walter Whiteley and Rick Seaman
|
|
|
|
| |
This is an article in the eighth edition of Ideas and Resources for Teachers of Mathematics, a newsletter published by the Saskatchewan Mathematics Teachers' Society. The topic of the eighth edition of the newsletter is "Real World Problem Solving". This article, written by a grade nine student, describes the mathematics involved in making a cone shaped hopper bottom for a grain bin.
|
AUTEUR(S): Andrew Hennings
|
|
|
|
| |
This is an article in the eighth edition of Ideas and Resources for Teachers of Mathematics, a newsletter published by the Saskatchewan Mathematics Teachers' Society. The topic of the eighth edition of the newsletter is "Real World Problem Solving" and in this article Ed introduces the middle shcool section of this issue.
|
AUTEUR(S): Ed Bourassa
|
|
|
|
| |
Studying Mayan Numerals makes a good connection between Math and Social Studies. Lessons on Mayan Numerals can be designed for a wide range of ages. For the primary grades it may be fun to look at this concept using shells, pebbles, and stones. This will help the students learn about place values, and the sorting and collection of different objects. For grades 4 - 6 manipulatives may also be used and then the students can go on to try some problems on their own (suggested exercises given). A Mayan Numerals lesson would also lend nicely to teaching about time and the cycle of a year.
|
AUTEUR(S): Jamie Hubbard
|
