id: 05205785
dt: j
an: 2007d.00463
au: Mathews, Susann M.
ti: Mathematical modeling: convoying merchant ships.
so: Math. Teach. Middle Sch. 9, No. 7, 382-391 (2004).
py: 2004
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: M19
ut: mathematical model building; recursive models; visualization; probability;
geometry; reasoning; proving; communication; representations;
preservice teacher education; retailing; war; social studies;
interdisciplinary approach; world history; problem solving; lower
secondary; algebra; thinking skills
ci:
li:
ab: Summary: This article describes a mathematical model that connects
mathematics with social studies. Students use mathematics to model
independent versus convoyed ship deployments and sinkings to determine
if the British should have convoyed their merchant ships during World
War I. During the war, the British admiralty opposed sending merchant
ships grouped together in convoys for several reasons that proved to be
false. This author proposed the problem of whether or not the British
should convoy their merchant ships to preservice teachers in a course
in mathematical modeling for middle school teachers. While working on
this problem, the students analyze and rebut each of the admiralty’s
arguments against convoying. Not only does this problem tie directly to
social studies, it makes connections within mathematics. To solve the
problem, students must first develop a clear statement of what they
need to do (i.e., they must clearly identify the problem). They must
model and solve a contextual problem using multiple representations.
They need to analyze the situation using algebraic symbols when stating
the identified recursive relations algebraically. They must use
visualization and geometric modeling along with probability. Finally,
they must communicate their solutions and recommendations in writing.
Thus, not only does this problem address the Content Standards of
algebra, geometry, and probability, it also attends to the five Process
Standards of problem solving, reasoning and proof, communication,
connections, and representation (National Council of Teachers of
Mathematics 2000). (Contains 7 figures.) (ERIC)
rv: