2021-01-22
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“除了试卷上的数字和公式,数学还是什么?
只有刷题让爱上数学成了极少数人的专有。
当数学成为一种解决现实问题的工具,
当数学成为了一门沟通语言,
当数学散发出艺术魅力,
爱上数学成为更多学生的情不自禁。”
———— 宁波华茂国际学校叶斌校长
初中生给学校停车场提改造意见?是的,这一幕就出现在宁波华茂国际学校的IB MYP数学课成果展示上。
近日,在国际学校的一楼多功能厅,华茂教育集团领导、实业公司领导、中外方校长们在台下正襟危坐,认真地听着九年级学生侃侃而谈如何对学校停车场进行改造,不住频频点头。学生们认真思考后制作的精美PPT上,是他们“理据服”的改造方案:“移除树木增加停车位”“缩小现存停车位的间距”……
实地测量
“获知这个任务后,我们高兴极了!”一名九年级学生说,我们运用数学课上所学的线性规划知识,分组对停车场进行了细致的实地测量——找到每棵树木的位置,固定卷尺、测量长宽、读数并记录,大家格外认真,因为测量的每一组数据都关系着我们的停车场设计方案。连续好几天,学校南门停车场都能听到“量好了吗?读数!”“卷尺拉直一点!”的声音。
接着,学生们列出停车场的约束条件及他们所要求得的目标函数,用desmos画图软件画出约束条件所表示的可行域,列出不等式组,在可行域内求目标函数的最优解及最优值,以此获得学校停车场停车位数量、距离等最优解。
让数学老师陈彦霖意外的是,学生们除了运用数学知识,还使用了Minecraft(我的世界)或5D Planner来绘制停车场3D设计图。陈彦霖说:“我一开始的期望是他们能绘制出停车场的草图,并没有想到他们能制作出3D设计图,最后呈现的效果真的太让我惊喜了,我为他们感到骄傲。”在完成课题报告的过程中,学生们合作紧密,运用测量、线性规划、不等式组等数学知识,不断改变自己的设计方案,力求达到最好的效果。
停车场3D设计图
在重新规划停车场中,学生们发散思维,考虑各种可能性。有小组在得知经常有老师抱怨车上会有很多落叶和鸟屎后,将雨棚加入了设计方案中;还有小组为了增加更多的停车位,研究双层停车场的可行性;开放学校停车位进行盈利等……虽然在后期结合实际因为人工、技术、费用等一些问题,这些方案不予被采用,但是学生们在思考问题中的能够发散思维这一点值得肯定。
“根据课程特色,我们学生每学期都要进行志愿服务,这次运用数学知识重新规划停车场活动也是我第一次将服务项目结合到课程里面去,效果甚至超出了我之前的预期,以后我也会陆续在7、8年级中开设这类实操课程。” 数学老师陈彦霖说:“通过负责任的行为,与持续的探究和批判性的反思紧密相连,可以培养学生关爱他人、善于沟通等学习者培养目标中的各种优秀品质,这些品质对于学生未来的学术追求和生活上的成功至关重要。”
ENGLISH
How is it possible for NBHIS middle school students to offer advice on school parking area renovation? Well, it happened in our MYP math achievements presentation.
Recently, Huamao Education Group leaders, leaders of the service center, and both Chinese and foreign principals attended a special assembly in MYP. The leaders listened carefully to the Y9 students to explain how they would renovate the school parking area and frequently nodded to agree with their suggestions. The PowerPoint presentation of the students showed their renovation plans after careful consideration. The solutions were, for instance, to remove the trees for more parking lots and reduce the spacing of existing parking slots, etc.
The reason for this particular assembly was because of a special math lesson. For the students to better understand linear algebraic and integrate it with their previous studies, math teacher, Yarina, gave the Y9 students a particular assignment. She asked them to develop a solution to apply their learning to alleviate the campus parking problem by re-planning the school's parking area as she knew that the school had a plan to renovate the parking area soon.
"We were overjoyed with this assignment!" one Y9 student said excitedly. "We used knowledge of linear planning learned in math class to take meticulous field measurements of the parking area in groups. We located each tree, used a tape measure to measure the area’s length and width, and took notes. We all took it seriously, as we knew that each set of data we collected would affect our design plan. "It took several days in a row for us to prepare the data.
The students considered the parking area's restrictive conditions and the objective function they require and drew the feasible region represented by the restrictive conditions with Desmos drawing software. Then, determined the inequality group, found the optimal solution, and the optimal value of the objective function in the feasible region. As a result, they obtained the optimal solution for the number and distance of parking spaces in the school parking lot.
What surprised math teacher Yarina was that the students used Minecraft or 5D Planner to illustrate a 3D parking area and demonstrate their math knowledge. She recalled, "My initial expectation was that they could sketch the parking lot, but I didn't expect them to create a 3D design, and the final presentation surprised me. I'm very proud of them." In completing the project report, the students worked closely together, using mathematical knowledge such as measurement, linear programming, and inequalities to change their design solutions to achieve the best results.
In re-planning the parking area, students brainstormed and considered a variety of possibilities. Some groups added canopies to their design after learning that teachers often complained about the many leaves and bird droppings on their cars. Others studied the feasibility of double-decker parking to add more parking spaces, open up school parking spaces to the public for profit, etc. Although they may not be adopted as solutions to the actual problems due to labor and material costs that the proposed solutions would entail, The exercise showed that students could think out of the box. For this, they deserve affirmation and praise.
"The curriculum requires our students to participate in social service every semester. Applying mathematical knowledge to re-plan the parking area activity was also the first time I combined the curriculum with a service project. The results even exceeded my previous expectation. I will continue to offer such practical activities in Y7 and Y8 in the future." math teacher Yarina continued, "Through this project, students can develop a variety of excellent qualities in the learner development goals such as caring for others and being a good communicator, qualities that are critical to their future academic pursuits and success in life."
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