## Archive for the ‘Entertainment’ Category

### How Would Math Redirect Thought?

Ahh-yes! I love this one and *why one might ask?* It is definitely a real hemisphere splitter, a huge leap as it were, and a quantitative dance to be sure–really? You betcha!

Why do we have to take math? Why study something we’ll never use? What’s the purpose?

At one time either as a student, friend, sibling, teacher, or parent we’ve heard these three questions. Or even one or two of the three, if not all of them. So why do we? Do we ever use this stuff? Will I ever know the purpose? *Read on…*

Why do we study math? The most obvious reason is that if there is anything that is remotely close to a ‘universal’ language then it has to be math. We are here to tell you that everything from music to software, light to nuclear energy, even colors has its mathematical breakdown.

Ever see the film,

Close Encounters of the Third Kind,?

Interestingly the medium used for communication was: music, colors, and their relativity to math! Now you say, “What!” So here goes: For the most part the quantitative discipline starts with Algebra where we look at a problem one way and we don’t understand it. (Not too worry folks, it’s supposed to be that way!)

Most often this is when most younger American students say, “I don’t understand this…what does this have to do with real life?” The real life part of it is that when we look at something the first time about 98% of the population see it exactly the same as we do. However, there is that nagging 1.5% that sees something different, and then again a 0.5% that are seeing things that are not there at all.

Any time educators present material where they encourage or try and inspire a student to view a situation from a different perspective this in education terms referred to as “quantitative analysis.” Pretty fancy sounding; yet, what it means is to quantum leap from the left side of your brain to the right side. Mathematics is without question the best way to do this ‘hemisphere jumping.’ We are presented with a very ordinary problem and because of all the symbols and squiggly figures we just say no way!

Here is one I use a lot, it’s primarily used to show how easy it is to perceive an object in a different perspective. I start with drawing the symbols very carefully: **I X** Now, I ask them very carefully: “With one single line make this a 6.” ( — )

This will do for our demonstration today. I will ask everyone to attempt this assignment and we’ll compare answers tomorrow.