Mathematical Magic Tricks: Week 1 Reflection
12:00:00
Before our math class had even began, I was having nervous thoughts about math and was stressed about the course. Why is it that without even attending one class, I was so afraid of the course, simply because it involves math?
It seems to me that the majority of the world hates math. Math is treated like the villain in school, nobody wants to look it in the eye. Growing up you either got it or didn’t and if you were one of the ones who didn’t get it, that was it, you were left behind.
But why does math have to be so scary? Once you're able to wrap your brain around the problem and break it down into parts, math can be treated like any other subject.
The problem isn’t math itself, the problem is how math is being taught.
 |
| Weaver, Bailey. (2009, March 4). Old Deck of Cards [Photograph]. Retrieved from http://bit.ly/2wUYCXS |
The card trick started with the deck being cut in half, then those halves were cut in half, creating four equal piles. The teacher instructed students to pick the first pile, take three cards from the top and place them at the back, then take three more cards from the top and place one on each of the three remaining piles. This process was repeated for all four of the piles. After each of the piles was completed, the top card was flipped on each of them, revealing the same card on each.
We spent the next few minutes working in groups to attempt to recreate the trick. This immediately alleviated a lot of my fears and stresses about the course because I was having fun figuring out the card trick. I truly believe that this was an extremely effective way to begin the course. We were still using some math skills and concepts, but we were thinking creatively and having fun.
In the end it turns out that the card trick had in fact been just that, a trick. After attempting to recreate the trick, and realizing we were not able to get the same outcome, we had to change our strategies. We decided to work backwards from what we wanted to happen in the end, going through all of the steps in reverse. It was then that we realized that the "trick" had been set up.
After discovering that the trick was planned and set up from the beginning, our teacher told us that there were a few key phrases she had used to trick us. Firstly, she told us she wasn't good at shuffling so that we wouldn't question the odd manner in which she shuffled, which left the cards in the places she needed them to be.
Secondly, she told us that this card trick "is so easy, you'll be able to figure it out no problem". This phrase made us feel as though we were inadequate if we couldn't figure it out. This phrase is definitely something to watch out for as a teacher.
Overall this first week of classes was a lot less scary than I had anticipated it would be. I still have anxieties about certain math topics, but by playing math games, and adopting a growth mindset, I am hoping that this course, and my future instruction of math can be very enjoyable! In the end it turns out that the card trick had in fact been just that, a trick. After attempting to recreate the trick, and realizing we were not able to get the same outcome, we had to change our strategies. We decided to work backwards from what we wanted to happen in the end, going through all of the steps in reverse. It was then that we realized that the "trick" had been set up.
After discovering that the trick was planned and set up from the beginning, our teacher told us that there were a few key phrases she had used to trick us. Firstly, she told us she wasn't good at shuffling so that we wouldn't question the odd manner in which she shuffled, which left the cards in the places she needed them to be.
Secondly, she told us that this card trick "is so easy, you'll be able to figure it out no problem". This phrase made us feel as though we were inadequate if we couldn't figure it out. This phrase is definitely something to watch out for as a teacher.
0 comments
Leave a comment and let me know what you think!