CRUZ, Erika April Egyptian DY, Audric Curtis JUSTIMBASTE ... · Inc., in Antipolo, Rizal, ... •The teaching strategies were progressive and learner-friendly. Integrating Ancient

Integrating Ancient Egyptian

Mathematics in Teaching

Partial Fractions through

Lesson Study

Authors:

CRUZ, Erika April

DY, Audric Curtis

ESPANOLA, Melchor

JUSTIMBASTE, Brenda

PERALTA, Henry

REYES, Still John

VILLANUEVA, Abigael

ELIPANE, Levi

Science Education Department

De La Salle University – Manila, Philippines

• Insert pictures of the lesson study

Integrating Ancient Egyptian Mathematics in Teaching Partial Fractions through Lesson Study

INTRODUCTION


OBJECTIVES


• To integrate History of Mathematics (Ancient Egyptian Math) in teaching partial fractions.

• To determine how history of mathematics could be an effective pedagogical tool in improving mathematics teaching and learning processes.

• To increase student’s interest.

• To improve the lesson plan and the lesson itself through lesson study.


CONCEPTUAL FRAMEWORK


• Using the integration of the history of mathematics into classroom instruction as pedagogy in mathematics (Weng Kin Ho, 2007).

• Lesson Study (LS) is an emerging model of continuing professional development for teachers that is school-based and teacher-led (Ulep, 2013).

• Productive pedagogies (intellectual quality, connectedness, supportive classroom environment, and recognition of difference) can make an impact to students’ academic and social outcome from schooling (Lingard et.al., 2001).


METHODOLOGY


Participants

• Fifteen 4th year high school students (boys and girls) from School of Everlasting Pearl, Inc., in Antipolo, Rizal, Philippines.


Observers

• Six teachers from School of Everlasting Pearl Inc.

• Students from De La Salle University – Manila taking Masters of Science in Teaching Mathematics.


Lesson Plan

• Big Idea (Yo! Break it down!)

• Overarching Question (How do you decompose a fraction?)

• Part I: Ancient Egyptian Numeration System

• Part II: Egyptian Method of Decomposing Fractions to Unit Fractions

• Part III: Partial Fractions


Part I: Ancient Egyptian Numeration System

• Activity #1 on Egyptian Numeration System

• Video on Egyptian Numeration System

• Activity #2 Writing Numbers from Arabic Numerals to Egyptian Numerals and vice-versa

• challenge question, “In our number system we just add a zero at the end of a number if we want to multiply by 10. How would you multiply by 10 using hieroglyphics?”



Part II: Egyptian Method of Decomposing Fractions to Unit

Fractions

• Introduction to Egyptian fractions by showing the parts of the Eye of Horus and its corresponding unit fraction.

• Activity 3 on Egyptian Fractions



Part III: Partial Fractions

• Introduction of partial fraction decomposition

• Worksheet on Partial Fraction Decomposition Case 1: Distinct Linear Factors

• Students reflect and ponder on the question, “What will happen if our denominator has a repeated linear factor?”


RESULTS AND DISCUSSION (Productive Pedagogy)

Intellectual Quality

Connectedness

Supportive Classroom Environment

Recognition of Difference


Intellectual Quality

• Series of activities were employed to assess the students’ understanding of the topic through pictures related to Egypt.

• Teacher-student interaction

• Students had much more rapport with the task given to them than with the teacher.


Connectedness • Students are engaged with real, practical or hypothetical

problems which connect to the world beyond the classroom, which are not restricted by subject boundaries, and which are linked to their prior knowledge.

• It was also observed that even those students who were not really good in mathematics were engaged on the tasks given while the students expressed the same feelings in Ancient Egyptian Mathematics and its numerical system.

• The teacher made the students feel the significance of dividing it in such manner by making them experience how Egyptians did it.



• Teacher's interaction with the students can create an environment of respect and rapport in their classrooms.

• Student-centered activities

• Social support was very evident in the implementation of the lesson.

• Students were very attentive during the class discussions and were very willing to do and finished the assigned tasks given to them.



The observers commended the following: (1) The activities were good and friendly to those

who were not so numerically inclined. (2) It was clear to students what they would do in

class. (3) Students were well-monitored during each

activity, that is why they felt at ease in the class. (4) The teacher allowed the students to participate

in the discussion. (5) The lesson was delivered well.



The observers noted the following: (1) The answers in the examples should have been

checked if they really add up to the original fraction. (2) The teacher could have given opportunities for the

students to process information and to eliminate the tendency of spoon-feeding.

(3) In order for the students to provide sound and reasonable conclusions, the teacher could have thrown questions and process the scenario.

(4) The teacher could have given opportunities for the students to be recognized when they want to provide responses to the teacher’s questions.


Recognition of Difference

• The researchers designed all class activities wherein students would have the opportunities to collaborate with fellow learners.

• The class was divided into 4 groups named after the Egyptian gods: Thoth, Horus, Osiris, and Isis

• The students have had no negative reaction about the name assigned to their individual group.

• During the course of the activity, the abundance of the integration of historical accounts was used by the teacher as a springboard for each of the planned activities.

• Both the observers and the students agreed that the integration of the history of ancient Egyptian helped them maintain the motivation on the duration of the lesson.


CONCLUDING REMARKS


• Students enjoyed the lesson according to their responses in their surveys.

• They were also able to connect various mathematical concepts such as addition of fractions, counting and dissimilar fractions in Egyptian mathematics and read numbers through Egyptian symbols.

• The students were able to participate during the series of activities and discussions from the teacher.

• The teaching strategies were progressive and learner-friendly.


Thank you!

Documents

CRUZ, Erika April Egyptian DY, Audric Curtis JUSTIMBASTE ... · Inc., in Antipolo, Rizal, ... •The teaching strategies were progressive and learner-friendly. Integrating Ancient