Maths project

The final project/presentation is an opportunity to demonstrate learning and to relate mathematical ideas and concepts using a topic and medium of your choosing.

Project-based learning empowers students to pursue content knowledge on their own and demonstrate their new understandings through a variety of presentation modes.

This final project/presentation is an opportunity to demonstrate your mathematical understanding using a topic and medium of your choosing.

REQUIRED COMPONENTS:

1. PROJECT STATEMENT (3 paragraphs that should be a total of 500-750 words)

The statement should contain the following:

• Mathematical Concepts to be Demonstrated
• Source of Data to Collected or Analysis
• Methods of Analysis
• Broad area of interest, initial problem and how analysis and communication in mathematics.
• Narrow the question down to one that can reasonably be demonstrated in this project.
• Measurement or observation of the topic that will be used

2. PROJECT DESIGN AND IMPLEMENTATION (OPTIONAL)

• Demonstrate ways to communicate and understand it, usually by analyzing it in a variety of ways.
• Using a number of arithmetic operations and graphic representations
• Formulate some initial conclusions about what happened as a result of the mathematical concept or operation.
• Describe or Illustrate the process for the project.

o Elements and main features of project design and execution must reference mathematical and computational fluency. For example, percentages, fractions, rules of mathematical operations:

3. SELF REFLECTIONS: INSIGHT AND LEARNINGS FROM PROJECT (250-500 words)

Possible insights:

• Certain analysis and representations that communicate relationships mathematically better than other.
• Numerical results can be displayed in graphs, charts, tables and other formats that allow for better interpretation.

4. CALCULATIONS AND REFERENCES

IDEAS FOR PROJECTS

 Math Journals – This is an opportunity to create your own visual representation of a concept and write about it forces the brain to develop personal understanding of a concept. Use a range of art techniques like collage, mosaics, drawing, watercolor and more to explore math concepts like angles, fractions, ratios, and algebraic functions.

 Create Math Activities for High School or College Students

Critique and Improve Upon and existing “Math Art” series. Integration of art into traditional academic achievement while simultaneously making them more relevant to teach and learn.

http://www.mathactivities.net/elementary.htm

 Use Variety of Representations of a Single Concept

Much of students’ mathematical learning involves expanding understanding of a mathematical idea or relationship by shifting from one type of representation to a different representation of the same relationship. This is one of the reasons that it is important for to use a variety of manipulative materials, which are then carefully related to paper-and-pencil methods of solving problems.

 Statistics as a Problem-Solving Process

A data investigation should begin with a question about a real-world phenomenon that can be answered by collecting data. After gathering and organizing data, analyze and interpret the data by relating the data back to the real-world context and the question that motivated the investigation in the first place. The process studied in this course consisted of four components:

 Visual Presentation on the Connection between Mathematics and Art.

For example, Summarize and Comment on the piece from the 2017 Exhibit

http://gallery.bridgesmathart.org/exhibitions/2017-joint-mathematics-meetings

 Expand upon a prior homework or chapter

 Explore Properties or Rules of Mathematics: Associative Property; Commutative Property; Distributive Property; Identity Property etc.

 Design a Game, Program or Applications which demonstrates key concepts in Mathematics in Everyday Life.