Title of Module: Mathematicians and Their Findings
Author:
Stephanie Brubaker
Kindergarten Teacher and Assistant Director
Kinder Castle Early Care & Education Center
Elmhurst, IL
Modules used for Inspiration:
“Assigned Research Questions Using the Internet” by Margaret Johnson
“Egyptian Mathematics” by Dr. Marilyn Hasty
Rational for Adaptation:
It is not unusual for students to supplement their study in mathematics and other
subjects by doing research. Students have traditionally turned to books as their source
for information, but the above modules demonstrate that the Internet is also an
important source for information and activities. In this module, students are given a
choice of math activities which require interactive steps, from printing trading cards to
analyzing movies to taking a personality-profiling “test.”
Course:
Mathematics
Grade Level:
5th - 7th grade
Description of Module:
Students will use the Internet to gain knowledge about mathematicians and math
concepts. Students will begin their research by choosing one of the following
educational websites:
 http://www.std.com/~reinhold/mathmovies.html
 http://www.mathcards.com/index.jsp?id=4
 http://www.nces.ed.gov/nceskids/MathQuiz/
Students will use the knowledge they gain from this project to share information with
classmates during a round table discussion.
Transferability to Other Courses:
There are many ways that this project could be transferred to other courses. In
addition to learning a multitude of facts about math and mathematicians, students
could use language arts skills to alphabetize mathematicians’ names or write an essay
describing mathematicians’ findings. History could be used to create a timeline
reflecting the eras of when different mathematicians lived. Each era could also be
studied to learn about the society and culture of the time. In addition, geography
lessons would provide an opportunity to locate the homes of mathematicians from
around the world. Among the many other opportunities for education, in science
students could research the inventions of mathematicians.
Faculty Technology Skill Needed:
The instructor must have knowledge of how to use the Internet and must become
familiar with the sites the students will be using prior to assigning the project. Also,
for accessibility, the instructor could create a “project-titled favorite folder” on the
Internet that would include the sites being used.
Student Technology Skill Needed:
Following appropriate instruction, students must be able to access the Internet
independently. Students should have efficient keyboarding skills and be able to print
information from the Internet.
Faculty Equipment Needed:
An Internet equipped computer, keyboard, and printer are needed. It would also be
meaningful to have a computer to TV adapter that projects computer images onto the
TV. This would allow the instructor, prior to the start of the project, to explain the
project while showing students the type of information available on the websites.
Student Equipment Needed:
An Internet equipped computer, keyboard, and printer are needed. If available, it
would be ideal to complete this project in a computer lab. The students who use the
Math in Movies website would also require access to a VHS/DVD of the movie as
well as a player. Those who choose the Math Cards site will be provided with
cardstock for printing.
Cost Involved:
Assuming that computers are Internet equipped, there is little to no cost. The only cost
involved would be for cardstock and movie rentals.
Improvement on Teaching and Learning:
Math plays an important part in our society and can truly be found all around us. This
interactive activity allows students to, first, choose a topic that they can relate to from
three child-friendly websites. By choosing from options, children are interested in
learning because they decide what to do rather than being instructed what to do. The
project allows self-explorative learning that is meaningful. Because the children
spend up to one week gathering facts and information, retention is longer lasting than
when completing a few math problems from a book and quickly moving onto another
topic. The students’ discoveries about mathematicians will explain and relate topics to
the “real world”.
Non-technology Comparison:
Child-directed learning has been proven to be a meaningful experience. The mind is
similar to a sponge and absorbs information easily, especially at a young age.
Children learn best by incorporating a multitude of styles. If relating math to the real
world is important, doing math problems is not enough. Older children want to know
why it is important for them to learn different things. By using the Internet to study
mathematicians, students will use audio, visual and hands-on learning styles to learn
why math concepts were created and how each can be used in their everyday life.
Issues to be aware of:
The instructor should be aware that the “Math in the Movies” website contains movies
with many ratings. It would not be appropriate for a 5th grader to see some of these
movies. It is suggested to guide the students toward movies rated either G or PG.
How to use in the classroom:
The instructor will show a thermometer and a pendulum, both items that children are
familiar with. The students will then be asked if they know how the items are related
to math. The answer is that all were invented by mathematicians! The instructor will
explain the project and inform students that they will be learning more about
mathematicians by using the Internet. A listing of the websites will be distributed and
the instructor will describe the type of information that could be discovered in each
site.
The first site lists how math has been depicted in movies. The students would choose
at least one movie to view from the list. The summary of the movie would be printed
out and the students would be asked to record factual information learned from the
movie. They will then research which mathematician most influenced the movie and
report his/her mathematical contributions during a classroom round table discussion.
The second site enables students to print trading cards of various mathematicians. The
students will be provided with cardstock for printing purposes. Students who choose
this site will print the cards for five mathematicians. They will compare similarities
and differences of the educational backgrounds and findings for each mathematician to
share with the class during the round table discussion.
Finally, the last site is a survey site created by the National Center for Education
Statistics. Students complete the survey on-line by choosing the answer to each
question that is most like them. Once completed, the site will publish a brief
biography of the mathematician who is “most like the student“. The students will then
print the biography and describe the characteristics of the mathematician, stating any
resemblances during the round table discussion.
Educational and/or Technology Standards:
Illinois Content-Area Standards
Technology Standards for All Teachers
 Standard 2: Personal and Professional Use of Technology
 Standard 3: Application of technology in Instruction
 Standard 5: Productivity Tools
 Standard 7: Research, Problem Solving, and Product Development