Summer SAVY, Session 5 Day 1, “The Origins of Math: Discovery or Invention?” (5th-6th)
What a great first day in The Origins of Math: Discovery or Invention! After the initial introductions and curriculum overview, students were divided into four groups and asked to answer a two-part question in their notebooks: Has math been discovered or invented? What evidence do you have to support your opinion? Students did not share their notes, as the answer was meant to be a way to document the starting point of our learning journey into the origins of math.
Next, students were given an overview of theoretical and applied math areas and discussed the concept of math being discovered or invented as a centuries-long conversation among scientists, philosophers, and mathematicians. Students held a classroom discussion to elaborate on key points of this newly acquired knowledge before moving onto a 5-day task: each group will be creating two number systems — one based on visual reference to quantity and another on cultural. Groups will work independently for two days (in “cultural and geographic” isolation); however, on day three, each group will be sending a travelling student-researcher to observe the progress of two other groups. I am sworn to secrecy until the Friday unveiling of the number systems students are working on, but we have brilliant ideas floating around.
I want to acknowledge how deeply impressed I was when students viewed Greek, Egyptian, Mayan, Chinese, Roman, and Babylonian number systems, and STILL came up with original and creative solutions for their own systems. Many groups are also naming their number systems. It is simply AWESOME!
In addition to the work on creating two number systems (as if that was not enough!), each student is completing a Concept Map of their learning journey that will have elements of art and design worked into it, reading a book on the history of mathematics, and working on a researcher’s notebook. So far, students have met and exceeded all my expectations. At the end of the day, students learned about why it is important to challenge themselves, practice perseverance, normalize making mistakes, and use them as a part of the learning process, all while solving Mensa word and number puzzles and algebraic equations compiled predominantly out of symbols.
Questions of the day:
- Do animals have a number sense? Explain your thinking.
- In a number system that is based on a cultural reference to quantity, how would you represent a zero?
- After the first day of class, do you think math was discovered or invented? Explain your reasoning.
Ms. Kovalkova-McKenna