Even as a math teacher, I've always struggled with logarithms and had no idea exactly what they are used for. However, after reading this article and overview of anchored instruction, it pleasantly surprised me that I use this quite a bit. The idea of math as a tool for solving problems is pretty natural. Even average math teachers look for ways to relate what is being covered into real world scenarios.
The article mentions a laser disc movie that presents the problem of a boat and its owner being home before sunset and not running out of gas. This reminds me of my favorite video we show: Donald Duck in Mathmagicland. While not completely part of an anchored instruction lesson, it borrows some of its features. What I've found works very well with this video is a series of questions that students answer briefly. The video has several problems that Donald runs into and the narrater uses math to show him how to solve. Not only is the video entertaining, it does a good job of explaining what the golden ratio is and how it is found throughout nature. The video also talks about music and how to make a string play an octave higher, you simply need to capo it halfway up.
Unfortunately, it appears we are losing a little bit of the background to base mathematics on, or it is at least changing. Many of the topics we cover can be tied into some sort of construction or structure. As fewer and fewer kids are forced to be handy around the house, constructing simple structures becomes less and less a relevant skill. I find that I am increasing focusing my math tie-ins on cooking, electronics, and such.
References:
Cognition and Technology Group at Vanderbilt (1992). Anchored instruction in science and mathematics: Theoretical basis, developmental projects, and initial research findings. In R. A. Duschl, & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 244-273). Albany, NY: SUNY Press.
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