This type of intelligence has to do with nurturing and relating the data to one’s natural surroundings, being aware of the living organisms such as the flora and fauna around. Students who have this type of intelligence as a dominant one can easily recognize and classify plants, animals and minerals and show a mastery of natural and artificial taxonomies.
These learners are holistic thinkers, they recognize the particular and value the unusual, they enjoy working in nature, exploring living things, learning about plants and natural events. Teachers can empower this type of intelligence by using environment-related and classification activities, encourage the study of relationships such as patterns and order, and compare-and-contrast sets of groups or look at connections to real life and science issues. In order to get these students involved during the Math class, the teacher can try to connect mathematical concepts to nature. For example, relate mathematical progressions to how plants grow, relate sets and Venn diagrams to types of flowers and how they share certain characteristics and not share others, have them read about Pi or the golden ratio, point out mathematical influences in nature, such as symmetry or the various geometrical patterns in natural formations or studying living organisms with a certain shape (a pentagon, for example).
Statistics on Leaves
Practical study on the ratio between the length and the width of leaves of several species of plants. The aim is to prove or disprove the idea that the ratio is constant or close to a constant for a given plant species. Students split in groups and visit the Botanical Garden. They choose a plant type, make observations and gather information from the mathematical point of view, following the worksheet provided to them by the teacher. They look for symmetry, Fibonacci numbers etc. Then, they measure the length and the width of at least 10 different leaves, fill in the table, calculate the l/w ratio and draw a graph to represent its values. Finally, they draw conclusions and publish their work collaboratively.
Mathematical Modeling in Hydrology
Determination of mean precipitation on a river basin using different methods (Arithmetic mean and Thiessen polygon method). Establishing warnings using codes for a given situation.
– Students in groups receive a worksheet with instructions and a map with a river basin
– They study the given situation, make calculations and geometrical constructions according to the instructions, and conclude over a certain warning code that should be emitted.
– Students present their conclusions to the class.
Virtual Museum about Maths & Nature in Augmented Reality
Students create a slide about a chosen topic linking maths and nature. This poster must be animated by a video in augmented reality, and stuck in the classroom to create a virtual museum.
- 1st step : Create your slide. Choose a topic linking maths and nature and extract one information about it. For example, in the topic maths and insects, you can study the family tree of bees.
- 2nd step : Record your video with your smartphone. According to the topic chosen, record a video explaining or detailing what is shown on your slide. The video must be like 1 minute long, to be efficient.
- 3rd step : Be familiar with AurasmaStudio. With your gmail address, sign up the AurasmaStudio website. Watch the tuto 3’11 to be able to overlay your video on your slide in augmented reality (called an aura)
- 4th step : Create your aura. Follow the steps detailed in the tuto to create your aura from your slide and your video.
- 5th step : Share your aura. Add a hashtag to your aura before publishing (for example #virtualmuseum) to be found by your future followers.Share your aura publicly.
- 6th step : Create a QR code to give the possibility to the visitors to download the aura.
Click on the image below to see the result!
The Universe in Numbers
In this activity, students search for very small and really large numbers in nature. They collect data expressed in numbers and write them down in Scientific Notation.
Students search websites for data about diverse objects in the universe and their characteristics presented in numbers e. g. their size, weight or temperature. Students can work in 2 teams. Team 1 can deal with finding the information about large objects such as the Sun or the Moon, whereas team 2 can look for information about small objects such as electrons or protons, etc. The measurements they encounter can be presented in many different ways e. g. in decimal or exponential notation.
Statistical research into genetics
Student are developing a questionnaire. This questionnaire is about easy to see genetical properties of people. After getting the results back of all the partners the students have to make a statistical research between countries.
About bones and Maths
Students make a statistical survey on the length of specific bones in the human body in order to calculate a person’s height. The activity links Maths to anatomy, challenging students’ logical and manual skills at the same time. They collect and organize the data and analyse them through statistical indexes and graphs. They use formulas to predict real measurements and compare their results to real data. Click on the image below to see the work process on Blendspace!
A website created by students after exploring the three most important gardens in town in order to discover Mathematics concepts: patterns, shapes, symmetry…Students are expected to go to three gardens in town to gather visual material concerning Mathematics. They are encouraged to discuss ICT tools to be used in order to present their findings. They are supposed to include historical, geographical, scientific and Mathematical information in the website created by themselves.
This activity aims to connect students’ immediate reality, their daily environment, to mathematical ideas. Students are given a map of their town, where some interest points are highlighted, and asked to find information regarding these places, as well as solve problems about the same places of interest.