Scientific American had a nice guest article about the intersection of math and art.

Scientific American had a nice guest article about the intersection of math and art.

*Posted by John Quintanilla on June 20, 2017*

https://meangreenmath.com/2017/06/20/7691/

From the UCLA news service:

From the second paragraph:

“In general, the animators and artists at the studios want as little to do with mathematics and physics as possible, but the demands for realism in animated movies are so high,” [UCLA mathematician Joseph] Teran said. “Things are going to look fake if you don’t at least start with the correct physics and mathematics for many materials, such as water and snow. If the physics and mathematics are not simulated accurately, it will be very glaring that something is wrong with the animation of the material.”

I recommend the whole article.

*Posted by John Quintanilla on June 19, 2017*

https://meangreenmath.com/2017/06/19/ucla-mathematicians-bring-ocean-to-life-for-disneys-moana/

From Popular Mechanics: 5 Simple Math Problems No One Can Solve. The list:

- The Collatz conjecture.
- The moving sofa problem.
- The perfect cuboid problem.
- The inscribed square problem.
- The happy ending problem.

*Posted by John Quintanilla on June 17, 2017*

https://meangreenmath.com/2017/06/17/7683/

I enjoyed this article from Fox Sports. Apparently, a French Precalculus textbook created a homework problem asking if football (soccer) superstar Paul Pogba is doing the perfect dab by creating two right triangles.

*Posted by John Quintanilla on May 23, 2017*

https://meangreenmath.com/2017/05/23/dabbing-and-the-pythagorean-theorem/

In my capstone class for future secondary math teachers, I ask my students to come up with ideas for *engaging* their students with different topics in the secondary mathematics curriculum. In other words, the point of the assignment was not to devise a full-blown lesson plan on this topic. Instead, I asked my students to think about three different ways of getting their students interested in the topic in the first place.

I plan to share some of the best of these ideas on this blog (after asking my students’ permission, of course).

This student submission again comes from my former student Jessica Bonney. Her topic, from Pre-Algebra: solving two-step algebra problems.

How could you as a teacher create an activity or project that involves your topic?

A great activity to use in the classroom with students for this topic would have to be algebra tiles. The tiles are a good manipulative that can be used to improve the students’ understanding and offer contact to representative manipulation for students that are more kinesthetic learners. The algebra tiles can be used to help justify and explain the process of solving two-step equations. They were developed on the basis of two ideas: (1) we can isolate variables by using “zero pairs” and (2) equations don’t change when equal amounts of tiles are used on both sides of the equation. Algebra tiles come in different colors and sizes, which can be used to represent different parts of an equation that can help students solve two-step algebra problems. I think this would be a fun and interactive activity to help students learn and understand how to go about solving these types of problems.

How can this topic be used in your students’ future courses in mathematics or science?

Once a student gets to a certain grade level, they constantly start building upon what they learn. This material can be carried into high school and even college level courses. Before a student learns two-step equations, they must master one-step equations, and even before that they need to understand basic arithmetical operations. Once mastery has been achieved, students will move onto solving larger polynomials, which can later be used in future algebra, geometry, and calculus courses. Another interesting use for two-step algebra problems is for future science and even computer science courses. In science, let’s say physics or chemistry, the students can use the two-step method for solving how fast a ball fell from a rooftop or for solving how fast a chemical evaporated at a certain temperature. Now in computer science students can learn how to develop algebraic functions in a computerized setting.

What interesting things can you say about the people who contributed to the discovery and/or the development of this topic?

Rene’ Descartes, born in March of 1596, was a French mathematician, philosopher, and scientist. He is widely known for the statement, “I think, therefore I am,” deriving it from the foundation of intuition that, when he thinks, he exists. After obtaining a degree in law, his father wanted him to join Parliament, but sadly he was only 20 and the minimum age to join was 27. In turn, he moved to the Netherlands where he was influenced to study science and mathematics. During this time he formulated a common method of logical reasoning, centered on mathematics, which can be related to all sciences. This method is discussed in *Discourse on Method*, and is comprised of four rules: “(1) accept nothing as true that is not self-evident, (2) divide problems into their simplest parts, (3) solve problems by proceeding from simple to complex, and (4) recheck the reasoning.” We use these rules everyday when directly apply them to mathematical procedures.

References:

“Rene Descartes”. Encyclopædia Britannica. Encyclopædia Britannica Online. Encyclopædia

Britannica Inc., 2016. Web. 07 Sep. 2016 <https://www.britannica.com/biography/Rene-

Descartes>.

*Posted by John Quintanilla on May 21, 2017*

https://meangreenmath.com/2017/05/21/engaging-students-solving-two-step-algebra-problems-2/

This is a very interesting (and readable) article about the blending of mathematics and coaching college basketball: http://www.fanragsports.com/cbb/college-basketballs-numbers-game/

*Posted by John Quintanilla on December 18, 2016*

https://meangreenmath.com/2016/12/18/college-basketballs-numbers-game/

Forbes magazine had a great piece that can be shared with students about how mathematics is used when programming video games: http://www.forbes.com/sites/quora/2016/10/21/this-is-the-math-behind-super-mario/#57f7cf532a5c

*Posted by John Quintanilla on December 13, 2016*

https://meangreenmath.com/2016/12/13/the-math-behind-super-mario/

From a recent article in the Boston Globe, https://www.bostonglobe.com/ideas/2016/09/15/teaching-parents-talk-math-with-their-kids/kZ777JUPFW3Yewr31yMqSO/story.html:

Researchers with a group called the DREME Network (which stands for Development and Research in Early Math Education) say it’s time for parents to begin to teach their preschool-age children basic math concepts with the same urgency that they encourage reading…

The concepts and skills that make a difference with kids ages 3 to 5 (which is where the DREME Network is focused) are so basic that any adult can handle them: counting objects and recognizing that the last number stated describes the total number of objects, talking about patterns, going on “shape hunts,” ordering sets from biggest to smallest.

“People think of math in a very narrow way, but block play, puzzles, spatial aspects of our cognition, these are also important to mathematics. We’re not advocating drilling kids,” says Susan Levine, a psychologist at the University of Chicago and DREME Network member.

*Posted by John Quintanilla on December 7, 2016*

https://meangreenmath.com/2016/12/07/teaching-parents-to-talk-math-with-their-kids/

I loved these articles about Jared Ward, an adjunct professor of statistics at BYU who also happens to be a genuine and certifiable jock… he finished the 2016 Olympic marathon in 6th place with a time of 2:11:30.

Ward started teaching at his alma mater after graduating from BYU with a master’s degree in statistics in April 2015…

Ward wrote his master’s thesis on the optimal pace strategy for the marathon. He analyzed data from the St. George Marathon, and compared the pace of runners who met the Boston Marathon qualifying time to those who did not.

The data showed that the successful runners had started the race conservatively, relative to their pace, and therefore had enough energy to take advantage of the downhill portions of the race.

Ward employs a similar pacing strategy, refusing to let his adrenaline trick him into running a faster pace than he can maintain.

And, in his own words,

[A]t BYU, on our cross-country field, on the guys side, there were maybe 20 guys on the team; half of them were statistics or econ majors. There was one year when we thought if we pooled together all of the runners from our statistics department, we could have a stab with just that group of guys at being a top-10 cross-country team in the nation…

To be a runner, it’s a very internally motivated sport. You’re out there running on the road, trying to run faster than you’ve ever run before, or longer than you’ve ever gone before. That leads to a lot of thinking and analyzing.We’re out there running, thinking about what we’re eating, what we need to eat, energy, weightlifting, how our body feels today, how it’s going to feel tomorrow with how much we run today. We’re gauging all of these efforts based on how we feel and trying to analyze how we feel and how we can best get ourselves ready for a race. As opposed to all the time on a soccer field, you’re listening to do a drill that your coach tells you to do, and then you go home.

I think we have a lot of time to think about what we are doing and how it impacts our performance. And statistics is the same way. It’s thinking about how numbers and data lead to answers to questions.

Yes, I think there’s probably some sort of connection there to nerds and runners.

Sources: http://www.nbcolympics.com/news/running-nerd-us-marathoner-who-also-statistics-professor and http://www.chronicle.com/article/Trading-One-Marathon-for/237595?utm_source=Sailthru&utm_medium=email&utm_campaign=Issue:%202016-08-29%20Higher%20Ed%20Education%20Dive%20Newsletter%20%5Bissue:7064%5D&utm_term=Education%20Dive:%20Higher%20Ed

*Posted by John Quintanilla on November 15, 2016*

https://meangreenmath.com/2016/11/15/the-running-nerd-the-us-marathoner-who-is-also-a-statistics-professor/

Under the category of “Somebody Had To Figure It Out,” Dr. Andrew Simoson of King University (Bristol, Tennessee) used calculus to determine the shape of the island of Utopia in the 500-year-old book by Sir Thomas More based on the description of island given in the book’s introduction.

News article: https://www.insidescience.org/news/math-maps-island-thomas-mores-utopia

Paper by Dr. Simoson: http://archive.bridgesmathart.org/2016/bridges2016-65.html

*Posted by John Quintanilla on September 30, 2016*

https://meangreenmath.com/2016/09/30/math-maps-the-island-of-utopia/