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Category: Mathematics

Why?? - Quotes from some philosophers and mathematicians:

Albert Einstein:

"Mathematics is the simplest of all sciences because it requires nothing more than thinking."
"How is it possible that mathematics, ultimately a product of human thought, regardless of experience, corresponds so wonderfully to the real situation?"

J. H. Fabre:

"Mathematics is a wonderful teacher of the art of ordering thoughts,
Eliminate nonsense and create clarity. "

Georg Polya:

"Do not forget: If you want to learn to swim, then go boldly into the water,
if you want to learn to solve problems, then solve them. "

St. J. Lec:

"Of all human discoveries, the discovery of errors should be the most important."

Confucius:

"Anyone who has made one mistake and does not correct it, commits a second!"

 

These quotes clarify the abilities and skills that we want to demand and promote with our subject in the classroom:

  1. Ability to think;
  2. systematic and logical working and structuring;
  3. practice, try, discard and try again;
  4. Make mistakes, find them and correct them.

We want to achieve our goals by imparting the skills specified in the core curricula for lower secondary level, the introductory phase and the qualification phase.

The number of hours per week and the written proof of performance can be found here: hours per week, number of work and weighting oral / written.

The overall performance consists of the results of the class work and the rest of the work. The weighting can be found in the table.

 

For the upper level, the educational mandate of the subject of mathematics is described: ...
The following experiences should be made possible:

(1) Mathematics offers a variety of models for describing the world around us. Mathematics proves to be a cosmopolitan, useful science.

(2) Mathematics is a deductively ordered world of its own. By inductively exploring, systematizing, arguing and justifying relationships, students orient themselves in this structure of ideas. In doing so, you will experience the acquisition of mathematical knowledge as a cultural achievement that has grown over time.

(3) When dealing with mathematical questions, problem-solving strategies and skills are acquired that can be used beyond the subject of mathematics.

(4) Mathematics makes a contribution to personal development. Mathematical questions are suitable to arouse curiosity and interest, but also to develop perseverance. In working with others, communication and cooperation skills are trained. Mathematical ability promotes the development of self-confidence. "

(Core curriculum for grammar school - gymnasiale Oberstufe 2018, page 5)

 

We are currently working with the student book Elements of math from the Schroedel Verlag in the years five to ten, in the years 11 to 13 with Foundations of Mathematics from the Cornelsen publishing house. The various textbook publishers publish workbooks and exercise books that can help eliminate difficulties or that go beyond what is presented in our book. These booklets are usually available from specialist bookshops for around € 10.00. In particular the workbook Fundamentals of Mathematics - Exercise Materials - Secondary Level I / II - 10./11. School year - start-up math can be very helpful for starting the introductory phase.

From grade five onwards, the PC is used. We use the program for the geometry GeoGebra, which all students should download free of charge. In addition, all students must familiarize themselves with the writing program Word and the spreadsheet program Excel familiarize. When and to what extent the programs are used will be announced by the respective teaching colleague, and there will be introductions in each case. However, once these programs have been used, regular practice at home is required so that colleagues in other subjects can fall back on them. It must be or become a matter of course that presentations and term papers - not only in mathematics - are written and formatted with the PC and contain graphics from spreadsheets.

In grades 7 and 9, the students in the media subject specifically learn how to use digital mathematics tools, in particular how to use the PC.

From grade seven we work with a graphical pocket calculator (GTR). At secondary schools in Lower Saxony, the use of a GTR, a pocket calculator with computer algebra (CAS) or a computer with the appropriate programs is mandatory. The introduction has to start with grade seven.

The specialist conferences of the three cooperating high schools, Lower Saxony Boarding School (NIG), Oberharz-Gymnasium Braunlage and Werner-von-Siemens-Gymnasium, decided in favor of the FX-CG50 graphics calculator from Casio and introduced it after approval by the parents' representatives.

The computers are usually ordered in a bulk order. In this way we achieve a lower price compared to private purchases and it is guaranteed that all students of this year have the same software version. At the beginning of the school year, the colleagues teaching in grade seven provide more information about the type of order and the current price.

Math is not always for everyone. That is why we have developed a well-functioning system of demanding and promoting. Pupils with poor performance in mathematics should take part in remedial classes, which are also available to all other pupils, or register for a pupil-help-pupil course. In these, older pupils who are characterized by good and very good specialist knowledge give tuition to younger pupils in small groups as tutors. This places high social and technical demands on the tutors.

Every colleague always tries to do mathematics not only theoretically. In the different years there are projects that highlight the importance of mathematics in everyday life. Geometric bodies are tinkered and growth processes and random experiments are carried out, observed and evaluated. If possible, mathematical exhibitions are visited.

The Department of Mathematics
Ms. Buchholz-Borris, Dr. Dierl, Mr. Friedrich,
Ms. Franz, Ms. Kühl, Ms. Patte, Mr. Scholz,
Ms. Salzwedel, Mr. Sperlich, Ms. Wallat