I had a hard time trying to solve the dishes problem without algebra because I am so used to using algebra when solving problems like this, so initially I tackled it with algebra. Following this I realized that the number of guests would have to be divisible by 2,3, and 4 so I made a list of all the numbers divisible by 2,3, and 4. The numbers would be 12, 24, 36, 48, 60, 72, and so on. From this list my next thought was to take each possibility and divide it by 2,3, and 4 and add up the answers. My final answer was that 60 guests were there because 60/2+60/3+60/4 = 65.
I think that it does make a difference to our students by offering problems from a variety of cultures. It can help students feel more included and heard. It can also help students see how math is presented in different cultures and societies. As well, it can help students be more interested in the problems we are asking them to solve. While this problem does not really involve any part of Chinese culture, it would be important to teach students about Chinese history in mathematics to go along with the problem.
Word problems and its imagery does matter. Word problems that
are more applicable to our student’s everyday lives will help them be more interested
in math!
Hi Nandini, I appreciate the idea of introducing diverse cultural contexts in mathematical problems. It not only fosters a sense of inclusion for students but also broadens their perspectives on how math is applied and perceived across different societies!
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