Exit slip: long sword Locks activities

The sequence in which activities were ordered and of course the activities themselves were interesting. Once I saw the shape on the screen, I though it would be easy to me to make the eight-pointed star with stir sticks. But when I tried to do it, I found out that it was much more difficult than I expected. Watching the sword dance video after replicating the eight-pointed star made me focus on the dancers steps; it made easier to figure out how they were making those geometric shapes. Finally, learned the steps and realized how the dancers was making those geometric shapes.

Using this way of teaching, I think, helps student to appreciate the fact that actually doing something sometimes is harder than it seems when they just watch how it is done. 

Entrance slip: Three key papers

 

1.

Fisherman, D. (2013). Philosophy and the faces of abstract mathematics, Analytic Teaching and Philosophical Praxis, 34(1), 37-45.

This paper discusses how philosophical dialogue helps students avoid developing negative attitudes toward mathematics by forging a meaningful connection between math and everyday experience.

2.

Daniel, M.F. (2013). Engaging in critical dialogue about mathematics, Analytic Teaching and Philosophical Praxis, 34(1), 58-68.

This paper discusses how engaging students in philosophical dialogue enhances autonomous and critical engagement with mathematical problems and a deeper understanding of concepts.

3.

Roemischer, J. (2013). Can philosophic methods without metaphysical foundations contribute to the teaching of Mathematics? Analytic Teaching and Philosophical Praxis, 34(1), 25-36.

This paper explores the applicability of the philosophical approach (philosophy for children) to the teaching of mathematical concepts.