Mardi Gras Math

Mardi Gras Math

Sue Pawula

Summary

Mardi Gras Math is an article about an activity created to support the eighth grade algebra curriculum use of linear equations and functions.  It also was targeted to help students develop mathematical habits of mind and demonstrate how to use mathematics in the real world.  Students watched a film about the Mardi Gras celebration and discussed some issue that arise in the planning phase. The students needed to “analyze givens, constraints, relationships, and goals” in order to make linear functions and coordinate points based on certain necessities in the project. Students job was to decide on the route the Madri Gras parade would take using linear equations and points on an x-y grid that identified streets and attractions. It is designed to develop mind habits that involve algebraic reasoning in areas of: visualizing math, using functions, performing good calculations, using algebraic representations and algorithms, mixing deduction and experiment, and breaking things into parts.  Student discussion developed along the lines of some students wanting do the linear equations and graph, while other thought that the linear equations were the most efficient and effective way.  Misconceptions surrounding the accuracy of using estimation to determine certain points were addressed and students recommended that they graph to verify their estimations.  Students started formulating algorithms for points of intersection for linear functions.  This scenario contained many issues, including mathematical as well as social, and engaged student interest because they were working on real world problems.  Students liked transforming linear equations to slope-intersect form even though it took longer.  They also commented that math was easier to understand when it was tied to something fun and seemed to have more purpose in real life.  This was a modeling activity that gave students connections to careers related to urban planning and engaged them in finding reasonable and logical solutions.  They enjoyed being in charge of the final outcomes and felt that it elevated their confidence in personal algebraic manipulation skills.

Reflection

This article shows the difference student engagement and interest in an educational task can make.  Being presented with the project of setting up the parade route seemed like a fun exercise at first glance but proved to be a little more complex than students initially thought it would be.  Through the use of linear equations, students were tasked with locating streets and attractions on an x-y grid to help the parade committee plan the parade route.  Some students tried to take the easy way out after doing some of the beginning graphing and only use estimation to get the correct answer which did not work out accurately for them.  Because the students were so involved they were willing to do the extra work necessary to complete the different problems in the project. Motivated student involvement in real life situations is the goal of classroom instruction and this was a very good example of how that can take place.  The project took life in the students eyes and because of that they worked more intensely on the math portion since it would be successful in the endeavor.  

Eubanks-Turner, C., & Hajj, N. (2015). Mardi gras math. Mathematics Teaching in the Middle School, 20(8), 492-498.