Simon Barlovits – Page 3

Task of the Week: Volume of the Bulwark

Katalin Retterath is a mathematics teacher and consultant for teaching development in the German fedaral state Rhineland-Palatinate. In the following interview, she introduces us to a task that was created during an teacher training on outdoor mathematics teaching. The task: Bulwark – Volume: Task: “Go to the interior of the bulwark. Calculate the volume of […]

Katalin Retterath is a mathematics teacher and consultant for teaching development in the German fedaral state Rhineland-Palatinate. In the following interview, she introduces us to a task that was created during an teacher training on outdoor mathematics teaching.

The task: Bulwark – Volume:

Task: “Go to the interior of the bulwark. Calculate the volume of the interior in m³ up to the capstones. Assume that the floor is level.”

The goal here is to calculate the volume of a cylinder, which the bulwark encloses with a circular base.

You describe in the category “About the object” that the task was created during an teacher training. How do you use MCM and why?

I am a consultant for instructional development at the pedagogical state institute in Rhineland-Palatinate, Germany. I don’t remember how I got to know MCM, probably at a conference. I have known MCM from the beginning and use it in my classes 1-2 times a year during virus-free times.

At the pedagogical state institute we offer advanced trainings also for the use of media in mathematics lessons, here MCM is a topic again and again. One of the most successful advanced trainings is “Outdoor Mathematics” – a two-day event, which we have offered so far alternately in Speyer, Bad Kreuznach and Andernach. The task “Bulwark – Volume” was created by a group of participants in Andernach – I just created it in the MCM system.

How do you plan to use MathCItyMap in the future? What ideas do you have for using MCM in math classes?

It’s a very great tool! I look forward to using it again. We consultants have also used MathCityMap in another way, including outdoor math: we created a series of surveying tasks around Speyer Cathedral (code: 031829) and entered them into MCM.

With the help of MCM we have been able to create very appealing booklets for the participants of the advanced training [also MathCityMap offers the possibility to download a trail guide as a companion booklet to the trail; editor]. These booklets help document the work so that the field trip can be better integrated into the classroom: In addition to entering results in the app, the notebooks are used anyway / in parallel. I would try it out like this in a 10th grade or high school class – if times allow and I have a suitable class.

Task of the Week: GeomeTREE

Our new Task of the Week is presented by Marius Moldovan. The upper secondary student from Bad Neustadt has created three math trails in Bad Neustadt together with 13 other learners as part of his school lessons. We talk about his task “GeomeTREE” task in the following interview: How do you use MCM? I […]

Our new Task of the Week is presented by Marius Moldovan. The upper secondary student from Bad Neustadt has created three math trails in Bad Neustadt together with 13 other learners as part of his school lessons. We talk about his task “GeomeTREE” task in the following interview:

How do you use MCM?

I am a student at the Rhön Gymnasium in Bad Neustadt. As part of a project in school, we (14 students) created three trails in Bad Neustadt. We have been working on the trails for several months and would like to publish them now.

Note: In the meantime two of the trails have been published:

Describe your task. How can it be solved?

My task is about determining the height of a tree. For this you should use the ray theorem or the Förster triangle. It is a good idea to form a ray set figure with the tree using a geo triangle. To do this, hold one corner of the triangle in front of your eye. One of the short sides of the triangle must be parallel to the ground, while the long side must point to the face. Then you have to decrease or increase your distance to the tree until the extension of the long side of the triangle ends exactly at the highest point of the tree. Now all you have to do is measure the distance from your point of view to the tree and add your height up to your eyes. Since the two short sides of the geo triangle are the same length, the distance to the tree is also the height of the tree from eye level.

What can you learn by working on this task?

The goal of the task is to expand students’ geometric understanding. The ray theorem should be conveyed in the task in a comprehensible way, which additionally demonstrates its possible applications outside the classroom.

Trail of the Month: Mathematics is everywhere!

Matthias Ratering has already held several teacher trainings in South Tyrol on the use of MathCityMap and MCM@home. In this interview, he presents his trail to the MCM@home webinar and explains to us what potential he sees in our Digital Classroom feature. What is your webinar about? How are you using MathCityMap? Teacher training […]

Matthias Ratering has already held several teacher trainings in South Tyrol on the use of MathCityMap and MCM@home. In this interview, he presents his trail to the MCM@home webinar and explains to us what potential he sees in our Digital Classroom feature.

What is your webinar about? How are you using MathCityMap?

Teacher training is one of my areas of work. For that I organized a webinar for teachers to learn about MCM and test the possibility of using it in distance learning. Normally, of course, I prefer to use it outdoors. However, MCM’s digital classroom offers a delightful alternative for distance learning, but not only.

Note: The trail to the webinar can be found here.

Describe one of your assignments. How can it be solved? What can learners (or webinar participants) learn in the process?

The task “Fasching” is about a father who wants to dress up and has several hats and ties to choose from. The children are asked to think about how many possible combinations there are. It is not necessary that the children have studied combinatorics in class. A discovery approach to this subject area is possible.

How can MathCityMap be used for distance learning (MCM@home)? What opportunities and limitations do you see?

The digital classroom is a very practical tool. This tool allows me to have a better overview of each student, who is working on what or who has already done what. In addition, it is often useful because you can communicate with the children in chat and thus support them. The digital classroom also helps me get additional feedback on my students after they have completed the questions.

Any other comments about MCM?

MCM is a tool that is constantly evolving and has a community that is always growing. As such, it would be nice to see more teachers from other subjects join in the future to enrich the design of trails. I believe that there is still a lot of potential here and that great interdisciplinary projects can be realized.

Congratulations Iwan!

Iwan has made it! The MathCityMap team Frankfurt would like to congratulate Iwan Gurjanow on his doctoral degree! Over the past six years, Iwan has not only played a major role in the conceptual development of MathCityMap, but is also responsible for the technical realization of our learning platform: As a product owner, Iwan has […]

Iwan has made it! The MathCityMap team Frankfurt would like to congratulate Iwan Gurjanow on his doctoral degree!

Over the past six years, Iwan has not only played a major role in the conceptual development of MathCityMap, but is also responsible for the technical realization of our learning platform: As a product owner, Iwan has programmed our system from its infancy – to its current point: a successful and award-winning educational app with more than 20,000 tasks worldwide!

Dear Iwan,
we are very happy – professionally as well as humanly – that we could work with you in the past years. We look back on our great time together with a smile in our eyes and look forward to the approaching farewell with a tear in our eyes:
We wish you all the best for your future!
Your MathCityMap Team Frankfurt

Here are some impressions from three years of MathCityMap with Iwan:

We celebrate 20,000 tasks on the web portal!

MathCityMap celebrates the 20,000th task in the web portal! In the past weeks and months, you, dear users, have been active and created numerous interesting tasks in the web portal. Our anniversary task was created by Jesica Sanchez Lagrange near Madrid and asks for the circumference of a rectangular information board. Click here to display […]

MathCityMap celebrates the 20,000th task in the web portal! In the past weeks and months, you, dear users, have been active and created numerous interesting tasks in the web portal.

Our anniversary task was created by Jesica Sanchez Lagrange near Madrid and asks for the circumference of a rectangular information board. Click here to display this task.

We are looking forward to many more MathCityMap tasks!

2021-03-14: International Day of Mathematics with MCM@home

March 14 is International Day of Mathematics (IDM) – and MathCityMap is there, too, of course! Our MCM educator Simone has created a great MCM@home trail. We look forward to your participation! A truly well-rounded event! The MathCityMap@home-Trail makes clear in which objects mathematics – especially circles and the number Pi – can be found. […]

March 14 is International Day of Mathematics (IDM) – and MathCityMap is there, too, of course! Our MCM educator Simone has created a great MCM@home trail. We look forward to your participation!

A truly well-rounded event! The MathCityMap@home-Trail makes clear in which objects mathematics – especially circles and the number Pi – can be found. The mathematical walk takes place in a different way than usual from home. Nevertheless, there is a lot to discover and calculate!

All you need to do is download the MathCityMap app. You can access the trail by adding routes and entering the given code. MCM users around the world were engaged in creating MCM@home trails for International Day of Mathematics (Pi Day):

Simone Jablonski created a MCM@home trail in Germany. The Digital Classroom can be invoked by entering the code s161437. Participation is possible between 0 and 23:55.
In Italy, Flavia Mammana and Eugenia Taranto prepared two MCM@home trail. With the code (044258) you can work on the trail for lower secondary students. The second trail (code 184244) treats topics on upper secondary level.
In Slovakia, Sona Ceretkova created the digital learning trail “[MCM@home]Pi-Nitra.” This can be accessed with the code 084229.
In Indonesia, Adi Nur Cahyono has prepared an MCM@home trail, which can be worked on today with the code s281455 as part of a digital classroom.

Our great MCM online teacher training starts today!

Today marks the start of our MCM online teacher training! In our MOOC (Massive Open Online Course), participating teachers will learn over the next twelve weeks, … learn how to use the MathCityMap system for out-of-school mathematics education with the help of digital tools, … create their own tasks and math trails with MathCityMap and […]

Today marks the start of our MCM online teacher training! In our MOOC (Massive Open Online Course), participating teachers will learn over the next twelve weeks,

… learn how to use the MathCityMap system for out-of-school mathematics education with the help of digital tools,
… create their own tasks and math trails with MathCityMap
and to conduct their own lessons in the MathCityMap digital classroom.

Of course, sharing one’s own teaching experiences is also in the foreground in this international teacher training. More than 400 teachers from all over the world are participating. We are very happy about this great response to our free MOOC, which is co-funded by the European Union within the Erasmus+ project MaSCE³.

Note: All interested persons can still register for our MOOC up to and including 28th March on http://dimamooc.unict.it/.

We welcome our new MCM Reviewers from Indonesia!

We welcome our new MCM Reviewers from Indonesia! Together with our long-time MCM supporter Adi Nur Cahyono, the new mebers will review the tasks submitted for publication and help you make the tasks even better. We look forward to many new tasks from Indonesia! * Do you want to become a MCM Reviewer? * But […]

We welcome our new MCM Reviewers from Indonesia! Together with our long-time MCM supporter Adi Nur Cahyono, the new mebers will review the tasks submitted for publication and help you make the tasks even better. We look forward to many new tasks from Indonesia!

*** Do you want to become a MCM Reviewer? ***

But it’s not just Indonesia we’re looking for new reviewers – the MathCityMap team is looking for reviewers for all languages and countries.
You also want to become a MCM reviewer? Great!
Send us an email to info[at]mathcitymap.eu and complete a small training program for reviewers. We are looking forward to you!

MOOC: Register this week for our Online Teacher Training

* You can register until 28th March! The MOOC starts on 8th March!* Are you interested in doing outdoor mathematics with your students? Do you search for interesting and motivating ways of teaching? Do you want to get in contact with teachers all over Europe? Then our MOOC (Massive Open Online Course) on how to […]

*** You can register until 28th March! The MOOC starts on 8th March!***

Are you interested in doing outdoor mathematics with your students? Do you search for interesting and motivating ways of teaching? Do you want to get in contact with teachers all over Europe?

Then our MOOC (Massive Open Online Course) on how to create math trails with MathCityMap is the right choice for you! Register now!

With our MOOC, we intend to

introduce the system MathCityMap® for teaching mathematics outdoors with digital tools,
show you how you create your own tasks and trails in the system and honour the best tasks with badges,
share experiences on an international level.

We kindly invite all mathematics teachers to take part in this MOOC. It is part of the Erasmus+ project MaSCE³, co-funded by the European Union and therefore free of charge.

Basic information:

Start: 8th March 2021
Duration: 12 weeks
Language: English
Enrollment: http://dimamooc.unict.it/ (starts on 15th February 2021)
Certification: Certificate after completing the course (30 hours) + badges on DiMa Platform that you can put in your own wallet on http://badgr.com + an analog certification from MathCityMap

For more information please visit the project website www.masce.eu/mooc and watch our video https://youtu.be/Kc7CbZleq4A

We hope you are interested to join our MOOC and learn more about tasks, outdoor math and digital tools. It will be our pleasure to welcome you online on 8th March!

In case of questions, do not hesitate to contact your national organizing person:

Estonia: Andrus Rinde andrus.rinde@tlu.ee
France: Christian Mercat Christian.mercat@univ-lyon1.fr
Germany: Simone Jablonski jablonski@math.uni-frankfurt.de
Italy: Eugenia Taranto Eugenia.taranto@unict.it
Portugal: Elisabete Cunha elisabetecunha@ese.ipvc.pt
Spain: Claudia Lázaro lazaroclaudia@gmail.com

Information: The Massive Open Online Course (MOOC) “Task Design for Math Trails” is presented by the Erasmus+ funded MaSCE³ project.

Task of the Week: The snail’s journey

Dennis Kern, student at Goethe University Frankfurt, introduces our new assignment of the week: As part of an Intensive Study Programme for students from Europe, a group led by Dennis Kern created the task “The snail’s journey”. In the following, he gives us an insight into the European exchange program with MathCityMap. How did […]

Dennis Kern, student at Goethe University Frankfurt, introduces our new assignment of the week: As part of an Intensive Study Programme for students from Europe, a group led by Dennis Kern created the task “The snail’s journey”. In the following, he gives us an insight into the European exchange program with MathCityMap.

How did you come across the MathCityMap project? How do you use MCM and why?

As a mathematics student at Goethe University in Frankfurt, I saw in the winter semester 2018/2019 that the course “MoMaTrE – Mobile Math Trails in Europe” was offered for the didactics part of my studies. There, students from different countries in Europe came to Frankfurt to discover and evaluate the MathCityMap project and the app together, as well as to create their own trails in groups and test them with school classes.

In addition, I used the app in another course at the university and have since even decided to write my academic term paper as part of my teaching degree on processing strategies when solving problems.

Describe your task. How can it be solved?

“The snail’s journey” we created together at the Historical Museum at Frankfurt’s Römerberg. We tried to investigate the experiences of an animal, which in a certain way can only move in two dimensions (because it must always be in contact with a surface), in our three-dimensional world. The animal in question is a snail. How does it cross a staircase? Of course, it cannot jump from step to step, but must crawl along the surface.

The task is to calculate how long this takes for this staircase. To do this, you have to measure the height and width of a step and multiply it by the number of steps (the steps are all about the same size). This gives you the distance the snail has to travel. If you then read from the task how fast a (garden) snail crawls, you can determine the required time by dividing. Finally, the result must be divided by 60, because it should be in the unit minutes.

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As part of the Intensive Study Programme, two math trails were created on the Römer in Frankfurt.

The task is part of the trail “ISP Frankfurt Lower Secondary” (Code: 131369) for grades 5/6. Also the trail “Upper Secondary ISP Frankfurt” (Code: 071368) for grades 7/8 was created.

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What are the didactic goals of the task?

As already mentioned, students are made aware of dimensional differences, because the snail is relatively small compared to the stairs and cannot fly or jump, and therefore as a snail you do not have the luxury of using the dimensional advantage here. In addition, we wanted to choose an object that is not immediately completely measured with one measurement.

There is also differentiation here, because lower-performing students are likely to make the same measurement ten times, while higher-performing ones realize that nine measurements can be saved. Then, with the conversion from centimeters to seconds, i.e. from distance to time, the handling of units from different categories is practiced, but also in one and the same unit, because you still have to convert the result from seconds to minutes.

Any other comments about MCM?

I think it’s great to finally have a really good answer to the complaint “What do we need all this for?” from learners in math classes. Editing math trails with this app picks them up where they are all the time anyway – on their smartphones – and motivates them in a way that classic math lessons probably can’t do.