Edit to original post to address unanswered questions:
1. I think it does make a different to offer diverse examples because it is yet another way that we can introduce viewpoints from all over the world, and giving interesting historical problems is a great way to do that. Also, it could make a great deal of difference to show problems from 'their' cultures because there is a chance they have already seen the problem before, which would make them an 'authority' on that lesson which would make them feel more included in the lesson.
2. Stories are powerful ways of knowing, understanding and teaching, so I think it does make a difference when they are included. Plus, stories make our lessons more interesting and engaging which I would have loved when I was a student.
I like your non-algebraic/ protoalgebraic solution to the problem, Andrew. But this post is incomplete and not yet satisfactory as you haven't responded to the other two questions:
ReplyDelete• Does it makes a difference to our students to offer examples, puzzles and histories of mathematics from diverse cultures (or from 'their' cultures!)
• Do the word problem or puzzle story and imagery matter? Do they make a difference to our enjoyment in solving it?
Please complete this before Oct. 22 and let me know you have done so.