Literaturnachweis - Detailanzeige
Autor/inn/en | Avila, Cheryl L.; Ortiz, Enrique |
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Titel | Produce Intrigue with Crypto! |
Quelle | In: Mathematics Teaching in the Middle School, 18 (2012) 4, S.212-217 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1072-0839 |
Schlagwörter | Matrices; Graphing Calculators; Mathematics Instruction; Secondary School Mathematics; Middle Schools; Mathematics Skills; Educational Games; Problem Solving; Mathematical Concepts; Equations (Mathematics); Multiplication Matrizenrechnung; Grafischer Taschenrechner; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Educational game; Lernspiel; Problemlösen; Equations; Mathematics; Gleichungslehre; Multiplikation |
Abstract | Learning mathematics is challenging. It requires discipline, logic, precision, perseverance, and accuracy. It can also be fun. When mathematics is set in a context that inspires students to want to solve interesting problems, students will have an intrinsic desire to learn the necessary skills to accomplish a specific goal. The game of Crypto! was designed to introduce middle school students to matrices in the context of decrypting a secret message. In so doing, the concepts of a matrix, rows, elements, equivalent matrices, inverse matrices, identity matrices, matrix multiplication, and solving matrix equations will be touched on. The game can be played with or without a graphing calculator, depending on the learning goals. It should be explored after students have a basic understanding of algebra. (Contains 3 figures.) (ERIC). |
Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |