Mathematics+Case+Studies

=Math Problem Solving Stories and Case Studies=

Using Operational, Logic, and Reasoning Skills in Math
[|Aug 26, 2008] [|**David R. Wetzel**] Using problem solving stories or case studies, not just problems, puts math in a real world context for students. When students are able to make a personal connection in math, like any other subject, they tend to internalize and retain the new information longer. Also, they are able to make the important connections between different math concepts. Making math connections is critical to understanding math. So often students are very good with math concepts when treated separately, however the ones who have difficulties cannot connect the dots or concepts. Using problem solving cases studies helps students make connections between concepts, as they use their prior knowledge and experience in resolving the case study’s problem.

Case Studies for Developing Math Process Skills
Cases studies are based on placing students in problem solving situations centered on the theme of a story or situation. Students assess the problem, determine what is known, make charts, data tables, models, and determine other important or non important information in the story.

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**//TV Station Newscrew// -- a team of investigative newsreporters has discovered a problem and is asking groups to provide answers to questions:**
 * Investigative Reporter Group
 * Local Government Officials
 * Local College Math Department
 * Concerned Citizens for Accountability
 * Local School District Math Teachers

**//Public Hearing Format// – after assessing different aspects of a case study, a panel is selected to represent public officials and receive testimony from expert witnesses. For example:**
 * Mathematician
 * Concerned Citizens
 * Concerned Businesses
 * Public Officials
 * Special Interest Groups

**//Research Team// – students form groups and role play specific mathematicians to ask questions, form conjectures, analyze the case study's data, and defend their findings before a board. Each group could have a:**
 * Expert in Geometry
 * Expert in Measurement
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Expert in Numbers and Operations
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Expert in Algebra
 * <span style="color: #0000ff; font-family: Tahoma,Geneva,sans-serif;">Expert in Data Analysis and Probability

Sample Math Case Study
//One More Minute Between Classes// The student council has asked the principal to add one more minute between classes, to cut down on the number of students tardy for class. The principal has asked your class to study the matter and make a recommendation. Here are guidelines provided by the principal:
 * Bus schedules cannot be changed; because of after school activities and bus schedules.
 * Classes must meet at minimum of 210 minutes a week or 420 minutes every two weeks.
 * Homeroom time is required.
 * A multimedia presentation is expected in two weeks.
 * Be prepared to defend any plan with facts, figures, and charts

Students are divided into groups, with each group given a specific role. Groups select a leader who meets with other group leaders to share information and debate the pros and cons of each group’s position. The group leaders then oversee the preparation of a presentation for the principal based on class consensus. Example group roles are:
 * School Bell Schedule Group
 * Other Schools Research Group (how other schools have or have not solved a similar problem)
 * Student Poll Research Group
 * Teacher Poll Research Group
 * Parent Poll Research Group