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Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of mathematical thinking. S. K. Stein
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Page 1: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Development of mathematical thinking - prevention of

schematic

Mathematics can not be reduced to the same accounting skills, this leads to blocking of mathematical thinking.

S. K. Stein

Page 2: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

From the very beginning of education should focus on intellectual activity and independence of learners.

Children should be encouraged to mathematical searching and reasoning, in line with their capabilities.

Page 3: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Drawing a spiral

Page 4: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Drawing a spiral

string of numbers: 1, 1, 2, 2, 3, 3, 4, 4, ...

Page 5: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Drawing a spiral

string of numbers: 2, 1, 3, 2, 4, 3, 5, 4, 6, 5, 7, ...

Page 6: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Paper cube I

Page 7: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Paper cube II

Page 8: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Mesh cube

Page 9: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Bio - blocks

Page 10: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Bio - blocks

Page 11: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Bio - blocks

front view

left side view

top view

4

12

Page 12: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Bio - blocks

Page 13: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Bio - blocks

Page 14: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Tower of Hanoi (1)

Page 15: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

It consists of three rods, and a number of disks of different sizes which can slide onto any rod. The puzzle starts with the disks in a neat stack in ascending order of size on one rod, the smallest at the top, thus making a conical shape.

Tower of Hanoi (2)

Page 16: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Tower of Hanoi (3)

Page 17: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Domino-based game

Page 18: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Pick’s theorem provides an elegant formula for the area of a simple lattice polygon: a lattice polygon whose boundary consists of a sequence of connected nonintersecting straight-line segments.

Pick's theorem

Georg Pick (1859-1942)

Page 19: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Lattice point

Lattice point - the point where the two lines intersect forming a grid

Pick‘s formula

Page 20: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

1

P W B 12

where:P - area of a polygon,W - the number of lattice points inside the polygon,B - number of lattice points on the edge of a polygon.

Pick‘s formula

Page 21: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

A)

B) C)

Area of polygon

lattice points on the edge B

inside lattice points W

A

B

C

Pick‘s formula

Page 22: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Pick‘s formula

Using the Pick‘s formula calculate polygonal areas

Page 23: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Using the Pick‘s formula calculate polygonal areas

Pick‘s formula

Page 24: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Fun on the perception

How many squares you can get by connecting the dots with sections?

1

2

4

6

Page 25: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Example 1. 21 13 = 2 7 3

2

7

3

Cross-counting method

Page 26: Development of mathematical thinking - prevention of schematic Mathematics can not be reduced to the same accounting skills, this leads to blocking of.

Thank you for your attention


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