Newsletter for February 2, 2010
Dear Parents,
For the past several years, I’ve assigned a major research project for my math classes (geometry, calculus, trigonometry, and Algebra 2) during the second semester. The general purpose of these projects has been to encourage the students to look at mathematics within a greater, more accurate context. I hope students have been able to establish a new perspective toward mathematics and realize these concepts and problems didn’t just come falling out of the sky. There’s far more to math than just “do Problem Set 59 and turn it in when you’re done.” J
Three years ago, our semester project was a biography of a mathematician or a historical study of a branch of mathematics. The purpose of that project was for students to discover that many of the great mathematicians in antiquity were indeed Christians who believed that truth could be known, and by seeking to “follow God’s thoughts after Him,” they were able to bring mathematics out of the Dark Ages and usher in the modern era. It’s a reminder that the God of the Bible is the same God Who established the laws of the physical universe. He is a rational God Who wants us to know more about Him and about the world He created.
Two years ago, our semester project was to research a theorem in any field of mathematics. A theorem is an idea that has been accepted as truth because it has been demonstrated to be true. The project was meant to elaborate on the familiar two-column proof (statements/reasons). I was so pleased with the topics that were chosen, and many students submitted highly impressive projects and presentations. Many of their display boards currently hang in my classroom as examples even today.
Last year, the focus was on applied mathematics. Students researched a particular topic in applied mathematics and showed to their classmates how that information is used in the “real world” today. The prevailing question in any high school class seems to be, “When are we going to use this stuff in real life?” This project sought to answer that question.
This year, the students have the opportunity to choose and research a topic in either pure or applied mathematics. The three parts of this semester project is given in detail below. This project is due on Tuesday, March 16 (the Tuesday following spring break). Oral presentations begin that day as well. Let me encourage our students to be doing something every day for this project. It is not meant to be an overwhelming project (and it shouldn't be), but with just the right amount of procrastination, it could certainly turn out to be that way. Spring break should be a time of relaxation for the students, and so I definitely want to encourage students to get a head start on this project and get it done before the break begins.
Part 1) Journal - 20% of project grade
The journal is not meant to be a research paper but the student’s personal account of his project. It should be written in first-person POV but not in an overly informal manner. The journal should reflect the research process the student has undertaken and why, the features of the project (research/presentation/board) he is proud of and why, the things he had trouble with and why, the books/articles/website he consulted, and most importantly, the things he learned in the process (concepts, vocabulary, etc.). I want to know what the student is thinking. The length for this journal should be a minimum of 3-5 pages. It should be typed with 1” margins (top-bottom-left-right), in 12 pt. Times New Roman, and double-spaced. Word templates for the title page, pledge page, and body of paper/journal can be downloaded here.
Part 2) Oral presentation – 50% of project grade
This is the main part of the project, and it has three parts. The length of the presentation will vary according to the topic chosen. Some topics can be explained/demonstrated sufficiently within 10-15 minutes, while others may well take the rest of the class hour.
If the student has chosen a topic in applied mathematics, a typical presentation would include the following components: first, the student will provide an introduction and historical perspective on the topic he has chosen. Second, the student will present an explanation/application of this topic as it is used in the “real world.” He should have handouts prepared, and he should use the whiteboard/projector/displays/etc. as he teaches. Third, the student will conduct a hands-on activity with the class that reinforces what he has just taught them. He should have worksheets prepared to hand out.
If the student has chosen a topic in pure mathematics, a typical presentation would include the following components: first, the student will provide an introduction and historical perspective on the topic he has chosen. Second, the student will present the actual idea or theory, defining each term, identifying each variable in the equation, and he should do his best to explain what the idea or theory is all about. He should have handouts prepared, and he should use the whiteboard/projector/displays/etc. as he teaches. Third, the student will conduct a discussion with the class and focus on mathematical or (if any) philosophical implications this idea might have.
This is just a brief summary of this component of the semester project. I’ve already discussed the oral presentation with the class in greater detail since this was assigned a couple of weeks ago, but feel free to e-mail me if you have any questions. Again, for topics that delve more into pure mathematics than applied mathematics, there might not be a demonstration, but there should certainly be a lecture and a discussion involving the class.
Part 3) Display board - 30% of project grade
Simply put, this should be an attractive visual display of the topic. It should include most (if not all) of the information the student plans to teach during his oral presentation (topic chosen, significant names and dates, vocabulary, diagrams, examples, applications, etc.). All boards will be on display during Open House.
If you have any questions, please feel free to e-mail me at lhussin@nvbschools.org. More information about this semester project, including a list of topics already chosen by the students, can be found here.
Thank you, and have a great day!
Leslee Hussin