To advance, students had to pass level one which was about fractions, then level two on “great roulette”, level three on “real concentration” and level four on “mathematical crosswords.” In developing these physical objects he took into account other mathematical games such as equivalent fractions, fractions-rationale, Mendel’s mathematical market and mathematical bingo to adapt them to real numbers.Īlong with Industrial Design students they manufactured some physical objects for a multi-level game room comprised by four stages. Therefore he designed a space which enabled them to combine the attractiveness for the games with mathematics. He determined that they spent time playing games such as cards, bingo or dominoes. Once the survey was done and after identifying the issues he determined the most frequent activities students engaged in their spare time. Recognizing that a bad decimal point location could make a bridge fall or making somebody lose a lot of money, product of using only integers”. Therefore, “Taking on real numbers and their completeness is entering into the mathematical world. the numerical set of real numbers to solve all situations, besides measuring, counting and ordering numbers.Īccording to Aguilón, this is an essential concept, because of learning situations in the classroom, students have worked with natural and integer numbers which does not allow them to provide answers to measuring situations. If they know the concept of completeness, the student will be aware there will be a number that represents the measured amount, i.e. For instance, when they measure any length it is better to do it with a measuring tape because if they do it with an object or template it will not allow them to measure it correctly. His work focused on teaching these youngsters the concepts of completeness and real numbers, characterized by that they leave no space and completely fill the numeric line. “In general, students are unaware of real numbers and therefore the mathematical possibilities they create to solve everyday life issues,” he said. in Teaching Exact and Natural Sciences designed a game room for the Gabriel García Márquez School at the Aguablanca District for eight grade students to better understand the features of some numerical sets.Īfter a survey Aguilón realized that eighth, ninth and tenth grade students could not positively identify several classes of numbers. Eight grade students of the Aguablanca District of the city of Cali improved their mathematical skills thanks to these games and other virtual games such as GeoGebra.ĭiego Aguilón Valenciano, a Universidad Nacional de Colombia (UNal) in Palmira M.Sc.
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