Thursday, October 23, 2014

Visual Mathematical Laws

Inspired by the following blogpost, I decided to make my own visual representation of mathematical laws. Art being my tied for favorite subject with math, the idea of visual representations sounded not only fun to create but potentially really helpful for visual learners. The visual representations take away the daunting idea or confusion variables bring to many students. If students are confused about variables or just have a general dislike, with the visual representation they are still receiving the same information just in a more understandable way. Along with this, students should be brought to discover or shown how the laws have come to be, since understanding the laws is more important and helpful than just remembering them.

In addition, to me, the visual representation is more interesting. Students see numbers and variables all the time in their math classes - of course! Color, on the other hand, not so much. So maybe students will have a tendency to recall the laws better because of the uniqueness with which they were presented. Plus it's always fun to see math and art come together! - even if in such a small way.

Through the process of making the laws, I became more aware of how some of the laws work. Before I just took it for what I was told, memorizing but not really seeing the connections. The colors helped me to make the connections and clearly see where each piece is coming from. It's difficult to say if I would personally ask my students to create their own - it might take some students a lot of time and they may not see the purpose in it. I would however in going over the laws with a class encourage them to use colors in place of the variables and have a poster of the laws in this way displayed in the classroom.

So for mine, I decided to link it to those seen in the blogpost(which focused on laws of exponents) and visually represent the laws of logarithms :)
They are as follows:

  • Logarithm to Exponential
  • Canceling Exponentials (2nd and 3rd)
  • Product
  • Quotient
  • Power
  • Changing Base
  • BONUS!

1 comment:

  1. Love this - great creative work.

    The one thing I wanted to know more about was what did you get out of the process of making them? Would you share this with your students or ask them to make their own?

    Consolidate: see above, but that's picky
    other Cs: +