Mathematics from a Biblical Perspective

March 15, 2012 By 2 Comments

    

Bible Mathematics

“The difference in the classroom instruction of a Christian educator and that of a secular educator should be more than just prayer at the beginning of class.” I remember hearing this statement on my first day of teacher in-service before my first year of teaching. Our administrator was trying to emphasize the point that “all truth is God’s truth,” and that we need to teach Biblical principles as we teach our subject matter.
     Frankly, I have had difficulty linking a Biblical principle to every mathematical concept that I have taught. I have asked the Lord to open my eyes to opportunities for showing His glory in the study of math. I feel that sharing Christ in my content area, like teaching, is a journey. I would like to share a few ideas from my “journey.”
     First, an understanding of 3-dimensional geometry can give us perspective as we read Genesis 6:15 and Revelation 21:16. We realize the immensity of Noah’s Ark (450 feet long, 75 feet wide, and 45 feet high)Noah's Ark and of the New Jerusalem (1400 miles wide, long, and high). We can also emphasize God’s precision in the blueprint for the ark and His majestic creativity in the design of the New Jerusalem.
     A second example is making a simple reference to Proverbs 17:10 when introducing the study of inequalities. The writer of proverbs gives value to one reproof of a wise man that is greater than one hundred lashes to a fool. Many other examples are available, including Judges 16:30, Luke 15:7, and John 12:43.
     Third, we can use a lesson on sequences as an opportunity to talk about the Fibonacci sequence. There is a 4-minute video available at http://disclose.tv/action/viewvideo/67897/Fibonacci_numbers___The_Fingerprint_of_God. This video portrays our God as one who values order and as one Who has repeatedly left a clear identifying mark on creation. I am amazed at how often this sequence appears.
     Fourth, Jesus’ parable of the debtor from Matthew 18:21-34 can be used as an illustration of ratios, proportions, and unit conversion. Bible scholars believe that 1 talent = 75 pounds of gold (http://www.sundayschoolresources.com/biblestoryactivities2.htm). Then, 10000 talents = 750000 pounds of gold, which is 12000000 ounces. Recently, gold was valued at $1776 per ounce; so in today’s figures, 12000000 ounces would equal $21,312,000,000. Certainly, this parable teaches a valuable lesson on forgiving one another, but it should also remind us that God has made provision for us to be forgiven from a sin debt that we could never repay.
     Finally, I would like to share some thoughts from the book Mathematics: Is God Silent?, by James Nickel (Ross House Books, 2001):
“Is there a connection between mathematics and evangelism? It has been shown that non-numerical mathematical methods such as set theory, modern abstract algebra, topology, and mathematical logic can be applied to the task of Bible translation. These mathematical formulations are powerful enough to deal with the structured relationships found in the complexity of linguistic structures.” (277-278)
      We should continuoually evaluate ourselves, not just in how we teach our content, but in how we link math and the Bible. May our journey as Christian math teachers center on seeking God in our discipline!
     I welcome any comments you may have regarding this article, as well as any ideas you have used in your classroom.

Filed Under: Bible in the Classroom, Math Tagged With: ,

Keeping fit for the classroom

February 21, 2012 By Leave a Comment

Keep yourself hydrated1. Get active – it’s a sure-fire way to increase the amount of muscle you have, which in turn will speed up your metabolism. Do a mixture of aerobic and resistance training for best results.

2. Eat little and often – there’s evidence that eating small, regular meals throughout the day, rather than one or two large meals, may help to keep your metabolism ticking over. Surprisingly, around 10 percent of the calories we use each day go on digesting and absorbing food – so the more times you eat, the greater this effect is likely to be. Don’t eat more… just more often!

3. Chill out – research shows that being very cold can increase metabolism by up to 20 percent. I knew there was a reason why we moved here!?

4. Heat up - being very hot is also thought to boost metabolism by about 20 percent. Did I hear someone say, “MBBC Winter Southern campus… in Miami!?”

5. Swap you daily cuppa java for green tea – there’s evidence that it contains antioxidants that speed up metabolism.

6. Twitch and Fidget Off Calories
A study conducted by the Mayo Clinic showed that leaner people spend more than two more hours a day fidgeting, standing and walking compared with obese people, which translates to a difference of 350 calories a day.

7. Try Two-a-Day Cardio Sessions
Breaking up a long workout into two shorter, spaced-out ones burns more calories because of “postexercise metabolic effect,” or the increase in calorie burn for hours after exercise.

Filed Under: Keeping Fit, Personal Enrichment Tagged With: , ,

From the Bookshelf: Have you read any good research lately?

February 20, 2012 By Leave a Comment

While it is challenging for teachers to find time to read research, it is important for them to do so on occasion in order to stretch their capacity to teach.  Theories may become practice when supported by research.  However, many classroom practices have little support in research.

Cooperative learning is an example of a theory that has become common classroom practice.  Research supports this theory as an effective means for small groups of students to apply reading skills to defined tasks.  Collaborative strategic reading models, adopted by many states, have grown out of the large body of research on both cooperative learning and reciprocal teaching.  A triangle is often used to illustrate the reading process as the construction of meaning through interaction of the text, the reader, and the social context.

In STRATEGIES THAT WORK, Harvey and Goudvis have joined serious research with a practical handbook for engaging students in both narrative and expository text.  These researcher-teachers advocate integrated units, small group activities, classroom workshop, authentic experiences and reflective assessment as the best classroom practices for developing students into successful readers and lifelong learners.

In READING RESEARCH IN ACTION, McCardle, Chhabra, and Kapinus delve deeper into research design and results for student engagement.    These researchers offer many examples of how daily instructional plans have been changed by teachers knowledgeable about research.  Many teachers report taking time to do more informal assessments with students to determine  how to adjust instruction to student needs.

Literacy research is currently exploring the impact of phonemic awareness instruction on students’ ability to read words in grades 3 and 4.  Research continues to support the success of systematic phonics instruction for all students in Kindergarten and grade 1.  More research is needed into remedial approaches for older students who have decoding difficulty.  These students may not have received systematic, comprehensive phonics instruction in the early grades.  Traditional classroom practices not supported by research include extensive reliance on worksheets for teaching phonics and having students memorize and recite complex rules.

As you research your favorite classroom practices, remember to check with the IRA (International Reading Association), NCTE (National Council for Teachers of English), and other leading organizations in your subject area for their spin on the best classroom practices.

Happy Reading.

Barbara Hershberger

Filed Under: Professional Development Tagged With: ,

Coaching Methodology: The Training Environment

January 30, 2012 By Leave a Comment

The level of play in this country has been improving steadily over the past several decades. Observing the women’s game in particular, one is drawn to conclude that this brings with it the task of attempting to maintain our superiority in those areas of the game that have served as a strong foundation for our success in the past, namely our winning mentality and our athleticism. It also forces us to develop those areas of our game that remain our weaknesses, namely our technical proficiency and our “soccer savvy,” sometimes referred to as “soccer brain” or tactical effectiveness.

In short, we see a lack of creative, problem-solving players who are willing and competent to face the tactical demands of the game. How can coaches develop players into independent, critical thinkers?

Coaches need to match the evolving needs of modern players with evolving methodology that addresses these needs. We need to ask ourselves what type of player we want to produce. Do we want players that are: structured or instinctive? Dependent on the coach or independent? Obedient to instructions or able to solve problems? Focused on the coach or on the game? There is a huge need to develop players that are instinctive, creative, take initiative, express their individuality, are able to think independently, understand options, solve problems, “own the game”.

There are times during the game when player movements and patterns need to be highly structured and disciplined — for example, attacking and defending restarts. However, even in this case the players who succeed are often the ones who are able to improvise or do the unexpected. And because so much of this sport is unstructured and constantly changing, players have to be creative problem solvers during free play moments. The coach’s methodology needs to reflect this element of the sport.

Coach-centered methodology

In coach-centered methodology, coaches often find themselves putting players through drills that require certain prescribed responses and solutions to problems. Here, the focus is on the coach. The coach not only creates exercises and directs the session, but also provides solutions and tells or shows the players how to think. Players thus learn primarily from feedback given by the coach. The focus is the coach’s expectations, and players execute the coach’s directions.

Player/game-centered methodology

In contrast, the player- or game-centered coach quickly gets players into game situations that challenge them to arrive at a technical and tactical solution. The focus is on the player. The coach creates a challenging game environment, and provides options for solutions to solving the problem that the game demands. The coach asks players what they think. The coach’s main goal is to develop independent, critical thinkers on the soccer field. Players learn primarily from feedback given by the game. The focus is on playing, and thus on solving soccer problems.

The coach has five basic methods available for imparting information to players. These methods are often referred to as the “coach’s toolkit”:

  • Allow the conditions of the game to coach the themes. Let the conditions of the game bring out a certain aspect or solution.
  • Coach the individual within the flow of the game. Provide suggestions as play continues, or pull the player aside (e.g. “Sarah, can you get wider to give yourself more space?”).
  • Coach the team as the game continues (e.g. “Can we step together to keep them under pressure? They’re locked in their own end!”).
  • Coach at natural stoppages.
  • Coach using the “freeze” method.

Games vs. drills

Game-centered training implies that the primary training environment is the game, as opposed to drill-type environments. Practice games are what players actually face during competition. They are 100% realistic. Therefore, players become better at transferring what they have learned in training to the game itself. The game experience takes up 100% of training time.

Many drills are not realistic, so players find it difficult to transfer what they learn in drill environments to the game itself. This is not to say that drills that closely replicate one aspect of the game should not be used in training. Dynamic, demanding drill environments used at the beginning of a practice session often prepare players to play the game by breaking down the complicated picture that the game presents into manageable pieces.

Continuous play

Continuous play in training reflects the real game. It also demands rhythm. Players cannot go all-out for an entire 90-minute stretch. They need to know how to control the rhythm of the game so they can last the entire time. Continuous play also demands focus. During training, players must stay focused for long periods of time, just as they do during the game. To provide continuous play during training, coaches must coach “in the flow” of the game and not interrupt play with stoppages to make coaching points. Feedback on the field provides players with immediate guidance. This feedback applies to the real game and is therefore directly beneficial to players. It also for allows continuous play.
This approach allows the players to solve and “fix” their own problems. If the coach allows for continuous play, players are able to have practice regaining the game when things have broken down. They become better at being able to get from “plan-C” back to “plan-A”. If the coach is constantly “freezing” the action when things break down during play, the players never get the chance to practice this vital game skill, that of “fixing problems” when things have gone wrong.

The balanced approach

The above methods must be balanced and constantly evaluated with the end result in mind: What type of player are we trying to develop? Each of these methods has its place in helping to develop young players. Neither method should be used to the exclusion of the other. Therefore, the most effective developmental model for young players includes a balanced approach that employs direction — for the purpose of clarity (demonstration), structure (rules) and discipline (behavior) — within an environment that also allows players to experience the game (repetition) and encourages experimentation (discovery) and trial and error (lessons). Information and guidance from a knowledgeable coach, delivered at appropriate times during practice and matches as well as off the field, can play a vital role in a player’s development.

When providing guidance to players, the coach needs to keep the following points in mind:

  • There should not be so much information that players get overloaded, nor should there be so little that players lack the necessary purpose to make decisions.
  • Instructions should make sense in terms of what’s happening on the field and should be based on the principles of soccer.
  • Players should be allowed some room to think for themselves, based on what’s happening on the field.

When teaching technique to younger players (U10 and U12), it can be beneficial to give them some amount of directed repetition, especially at the beginning of the session. The coach gives instructions throughout the repetitions of the different techniques and can provide specific examples of how to execute these techniques, through demonstrations and by allowing the players repeated opportunities to practice. This can be done in structured but active exercises involving lots of small groups and lots of movement — no lines or lectures. As the coach moves into the second half of the session, players should then be given freedom to practice these techniques in a free-flowing game.

The above approach to coaching and training will protect the integrity of the process, and ensure that players have the opportunity to continue to develop appropriately, being able to meet the demands of the game. It should be noted, that this is a substantial factor in player satisfaction as one of the factors often cited as to why players participate in sport is “skill acquisition”. This approach not only gives players opportunity to do so, but provides the player with a feeling of autonomy. They are free to expend whatever effort they deem necessary to achieve their goals. It provides the correct environment in order for them to progress.

Filed Under: Coaching Tagged With: ,

Teacher Education Department Hosts Summit

January 5, 2012 By Leave a Comment

Educators from around south central Wisconsin traveled to Maranatha’s campus Oct. 17 when the College’s Teacher Education Department hosted the Positive Behavior Intervention and Support Summit.

The guest speaker was Curt Mould, Assessment and Data Coordinator and Response to Intervention Coach for the Watertown School district.

Mould addressed behavior and discipline research and practical ways of incorporating those findings into meeting daily classroom discipline problems. The emphasis was on modeling and articulating expected behaviors and on demonstrating proper behavior alternatives for students rather than simply punishing inappropriate actions.

The teachers then broke up into four focus groups. Two facilitators in each group offered presentations on how PBIS principles were being applied in their school districts. The facilitators were Maranatha Teacher Education Department Associate Professor Dr. Scott Holley; Mould, Chris Weddig, and Erin Meyer from the Watertown School District; Charanne Elliott and Angie Cleary from the Hartford School District; and Melinda Kamrath and Marcia Modaff from the Dodgeland School District.

The focus groups discussed goals, objectives, and timetables for school districts to implement PBIS initiatives and how colleges like Maranatha can help support teachers attempting to incorporate those ideas into their classrooms.

The Teacher Education Department hosted two education summits in 2009-10. The summits were federally funded by a State Personal Development Grant for Institutions of Higher Education by the Wisconsin Department of Public Instruction. This is the second year of a two- year grant initiative.

The $5,000 first-year grant (Phase I) focused on Response to Intervention techniques for special needs students included in the regular classroom setting. The $10,000 second-year grant (Phase II) focused on response to Intervention techniques as applied to behavior issues in the classroom. Collaboration with K-12 schools on these topics and implementation of pre-service teacher training in Maranatha’s Teacher Education curriculum are major goals of these grant initiatives.

You may download Mr. Mould’s handouts for the sessions HERE.

The notes from Mr. Mould’s presentation are located HERE.

The notes from the Breakout Sessions are located HERE.

To read more about the Summit, and about Maranatha, go to the Maranatha Advantage.

Filed Under: Education Events Tagged With: , , ,

Change

January 5, 2012 By Leave a Comment

Change was a byword that permeated the political landscape over the past three years and was also relevant in the Teacher Education Department at Maranatha during the past few years. When contemplating the Teacher Education Department topography, the casual observer can notice some distinct changes that have occurred.  At the same time, although some changes have taken place, much has remained the same.

Our professional relationship with the Wisconsin Department of Public Instruction continues to equip many of our Teacher Education graduates with professionally valuable degrees.  During May 2009, we were visited by Wisconsin DPI officials commencing our scheduled five-year review. I am pleased to report that the review process gave rise to positive change for our department and resulted in our reapproval to certify teacher education graduates for state teaching licenses. The DPI officials were pleased with our teacher education program and made some timely suggestions to strengthen a quality program in order to make it improve it even further.  We thank God that qualified graduates of Maranatha’s teacher education program can choose to receive state teacher licensing upon completion of their respective programs if they so desire.  Pray for us as we plan changes that will better and more effectively equip our teacher education graduates.

SMART board technology arrived on campus during the Fall 2010 semester.  One classroom in the Dining Commons building was outfitted with a SMART board and a short throw projector.  In the ensuing years, two additional SMART boards were placed in Old Main classrooms. The new technology combines the simplicity of a whiteboard with the power of a computer. Pre-service teachers at Maranatha are learning how an interactive whiteboard can help deliver interactive and dynamic lessons that better engage learners.

The terms Response to Intervention and Inclusion have been literally jumping off the pages of educational journals since 2008, and consequentially, Maranatha’s Teacher Education Department has been attempting to educate our pre-service teachers regarding these topics. Using a grant from the Wisconsin Department of Instruction, the department hosted two evening student and faculty summits during the 2010-2011 school year that were designed to educate and train faculty and students about the concept and procedures of RTI. In addition, a 2011 grant has allowed us to host another education summit on PBIS (Positive Behavioral Interventions and Supports). This summit can be viewed online in our previous blog post. We were also blessed recently by something that did not change – our seniors’ performance on the Praxis II content area exams. Over the years our pass rate has been 94% on the first attempt at the content test.  In the latest round of testing for teacher certification, our 2009-2010 test takers had a 97% passing rate. In fact after several hundred attempts at the Praxis II tests over a ten year period, we have yet to have an english education, social studies education, history education, science education or business education major fail to receive a passing score. Thank God for the success of our students.

How do you handle change? Change is a continuous occurrence in our lives, yet we can be ever thankful that we know someone who never changes – “Jesus Christ the same yesterday, and today, and forever.” (Hebrews 13:8)  Thank God that during times of change we have the most solid foundation.

Filed Under: Education Department Tagged With: , , , , ,