BOX 9.1
Bringing Real-World Problems to
Classrooms
Children in a Tennessee middle-school math class have just seen a video
adventure from the Jasper Woodbury series about how architects work to
solve community problems, such as designing safe places for children to
play. The video ends with this challenge to the class to design a
neighborhood playground:
Narrator: Trenton Sand and Lumber is donating 32 cubic feet of sand
for the sandbox and is sending over the wood and fine gravel. Christina
and Marcus just have to let them know exactly how much they'll need.
Lee's Fence Company is donating 280 feet of fence. Rodriguez Hardware
is contributing a sliding surface, which they'll cut to any length, and
swings for physically challenged children. The employees of Rodriguez
want to get involved, so they're going to put up the fence and help
build the playground equipment. And Christina and Marcus are getting
their first jobs as architects, starting the same place Gloria did 20
years ago, designing a playground.
Students in the
classroom help Christina and Marcus by designing swingsets, slides, and
sandboxes, and then building models of their playground. As they work
through this problem, they confront various issues of arithmetic,
geometry, measurement, and other subjects. How do you draw to scale?
How do you measure angles? How much pea gravel do we need? What are
the safety requirements?
Assessments of
students' learning showed impressive gains in their understanding of
these and other geometry concepts (e.g., Cognition and Technology Group
at Vanderbilt, 1997). In addition, students improved their abilities to
work with one another and to communicate their design ideas to real
audiences (often composed of interested adults). One year after
engaging in these activities, students remembered them vividly and
talked about them with pride (e.g., Barron et al., 1998).