![]() ![]() Playing games are a primordial aspect of what it means to be a child and they develop within a motivating environment therefore, not to take advantage of games as a learning resource would be to neglect an important asset. Combining our innate desire for fun with the different types of teaching and learning styles allows for fun and knowledge to be combined into more efficient and meaningful types of knowledge. We start with a theoretical analysis of games as an inherent element of human culture. Students' data obtained during the games will be used to analyse the different options used for solving the game, identifying its potential and its weaknesses. This article is based on an experiment using the game ‘Caminhando e Calculando’ (Moving and Calculating) in order to analyse the potential of the game as an educational resource for the teaching and learning of mathematics in Portuguese middle schools, where most students are 10 or 11 years old. BISHOP Managing Editor vii A LOOK BACKWARD AND A LOOK FORWARD Men die, systems last. ![]() #Math magic trick series#It is our intention that this new book series should provide those who work int he emerging discipline of mathematicseducation with an essential resource, and at a time of considerable concern about the whole mathematics cu rriculum this book represents just such resource. To be strictly correct the ‘ground’ which he has broken here is not new, but aswith Mathematics as an Educational Task and Weeding and Sowing, it is rather the novelty oft he manner in which he has carried out his analysis which provides us with so many fresh perspectives. Breakingfresh ground is therefore nothing new to Professor Freudenthal and this book illustrates well his pleasure at such a task. Professor Freudenthal needs no introduction toanyone in the Mathematics Education field and it is particularly fitting that his book should be the first in this new series because it was in 1968 that he, and Reidel, produced the first issue oft he journal Edu cational Studies in Mathematics. Both the Editorial Board and the Publisher are delightedt hat the first author in this series isw ell able to meet the challenge. The launch ofa new book series is always a challenging eventn ot only for the Editorial Board and the Publisher, but also, and more particularly, for the first author. Responses from a survey and a focus group indicate that students found the magic activities to be fun and intellectually engaging. Analysis of students’ written responses revealed that (1) all students who figured out the trick in the first magic activity did not used algebra, (2) most students could apply what they learned in one trick to a similar trick but not to a different trick, and (3) many students were weak in symbolic representations and manipulations. These magic activities were implemented to reinforce students’ understanding of foundational algebra concepts like variables, expressions, and inverse functions. This research report focuses on a lesson using two versions of math magic: (1) the 5-4-3-2-1-½ Magic involves having students choose a secret number and apply six arithmetic operations in sequence to arrive at a resultant number, and the teacher-magician can spontaneously reveal a student’s secret number from the resultant number and (2) the Everyone-Got-9 Magic also involves choosing a secret number and applying arithmetic operations in sequence, but everyone will end up with the same resultant number of 9. An exploratory study was conducted to investigate the use of magic activities in a math course for prospective middle-school math teachers. ![]()
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