贝博体育
马萨诸塞州南堡的幼儿园-九年级
马萨诸塞州南堡的幼儿园-九年级
新闻细节
数学：线条设计与识别
你如何通过一系列线性方程来证明你的身份？ 我们的代数学生可以告诉你。
今年，高年级的代数学生正在通过数学探索他们的身份。 “直线设计”项目要求学生拍摄一张图像，并用线性方程完全再现它； 他们为图像中的每条线和形状创建一个方程，然后将其插入Desmos，一个可以重建图像的在线图形计算器。 In previous years, students have replicated images from the ninth grade service trip to the Dominican Republic and 贝博体育app’s 150-year history. 今年，每位代数学生都面临着分析自己身份的挑战，并以数学的方式将其展示在一个设计或图像中，以代表他们是谁的一个重要方面。
Students in math teacher Craig Ferraro’s Extended Topics in Algebra class started the project by completing an identity worksheet based on the iceberg model where students identified aspects of their identity that are visible to the community as well as those that may be hidden beneath the surface. 他们将所有这些信息浓缩成一张照片，这张照片反映了他们身份的一个重要方面。 “Designs included cityscapes, scenes from nature, flags from their home countries, and activities that they like to do,” says Craig. 学生们在每个项目中都写了一个简短的段落，解释图像以及它是如何反映他们的身份的 在绿幕前拍摄他们自己解释他们设计的起源。 “It’s been cool for them to connect math to their sense of who they are,” says Craig.
Shelby K., pictured above, is an eighth-grade boarding student from Georgia in math teacher Joe Buteau’s Algebra 1 class. 她用她的线条设计项目来探索她的自我形象是如何随着时间的推移而变化的，以及原因：
“My design came from my innermost feelings about myself. Throughout my life, my mother constantly reminded me of who I was—a black girl in America—and what I’d have to deal with because of that. 多年来，我一直认为，由于我的肤色，我永远不会因为别人的言行而突破到完全快乐和自信的地步。 然而，在过去的几年里，看到越来越多来自世界各地的美丽、聪明、自信、势不可挡的黑人女孩，尤其是不同体型和肤色的女孩，这给了我很大的鼓舞，让我对自己和自己的能力更有信心。 This is more than anything a statement on self-confidence, and on how all black girls should effortlessly perceive themselves as a queen.”
多年来，直线设计项目一直是代数课程的一个特色，但每年它都为学生提供以不同方式参与数学的机会。 “The line design project continues to grow from year to year, but the constant is student engagement,” says Mathematics Department Chair Cassandra Papalilo. “Students are excited to construct a design that is meaningful to them using all the mathematical skills they have learned since the beginning of the year. The students not only learned about who they are as individuals, but who they are as mathematicians, too.”
