By William Higginson, Eileen Phillips, Rena Upitis

This ebook indicates how artistic math can rather paintings. Exploring the ways that math talents will be discovered via cross-curicular actions in accordance with visible arts and song, the e-book provides math as a significant and fascinating topic which holds no worry for kids. The authors realize that whereas math-phobia prevails, attitudes and techniques to instructing the topic have to be reviewed, and matters comparable to gender stereotyping must be tackled at an early level. those classroom-based tales comprise unique examples of integrative mathematic tasks.

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**Extra resources for Creative mathematics: exploring children's understanding**

**Example text**

13), some of the other children were furiously writing away—these were real cards to be used to write letters to real people. Still others were copying down the brand names of the paint and resist, later asking me where they could purchase the supplies so that they could do this at home. If it is good enough to do at home, it must be real. Perhaps the most gratifying part of the experience, for me, was to speak with several teachers after school. Three teachers came into Eileen’s classroom a few moments after the bell rang, having seen the children walking down the hall with the cards, and wanting to know just how they had created them.

As a mathematics educator —among 12 Chapter 1 other things, a teacher of teachers—I occupy that somewhat lonely and hazardous ground between mathematics teacher and research mathematician. Half-caste, hybrid, neither finned nor feathered, easily and frequently incurring the ire and indignation of both sides of the family tree. Perhaps that is where the difficulty arises. Removed from day-to-day contact with challenging adolescents, I am considered by mathematics teachers as out of touch with the realities of the classroom.

What we were doing was extending the children’s experience one step beyond learning with manipulatives. It makes lots of sense to have children learning about patterns and tessellations using tiles and pattern blocks and geoboards, or whatever. But it is something else again to make something from that knowledge, to craft something that is one’s own. The children were interested in tessellations as a concept and learned a great deal using the manipulatives; they became even more eager to understand tessellations more fully when the possibility of creating something that was uniquely their own was presented.