Not So Behind The Scenes: A Written Report

Truthfully, I thought that we wouldn’t be doing any more algebra after finishing those required Math subjects during the first year of college. Most of us may have not-so-fond memories of algebra, mostly characterized by red marks and those “study more” or “work harder” warnings. However, I am proud to say that our “presentation” wasn’t like that…probably. Instead of doing the boring way of teaching algebraic concepts the report, as instructed was done in a creative and hopefully enjoyable way.

The ALGEBRA group planned to incorporate games, an informal debate, a video presentation and more games in the span of two 1 ½ hour meetings. The planning and preparation for these activities were, of course, a pain in the a**… but I think it was worth it. Hopefully our hard work helped “enlighten” our audience.

(Almost forgot about that diary-like format thing)

February 5, 2014 – Game Day

                The meeting started off with a continuation of the polygon “invention” thing. To ensure that we had enough time to prepare we reported out “invention” as soon as possible. After that most of our members left to prepare their stations while two of us stayed behind to give instructions to the participants (as if they don’t know how an amazing race works). The amazing race included 6 stations manned by (1) Nykka Sara, (2) Sharmaine Lacanaria, (3) Zam Zailon, (4) Karen Carigo, (5) Jaina Jabel, (6) Marielle Cuanan; and a pit stop by yours truly. Specifics about the individual games will be within my groupmates’ written reports (though I am sure that they were all related to algebra). My part was supposed to be a mobile or hidden pit stop, but due to an unexpected need to safeguard everyone’s belongings I just sat inside the classroom… yup, my job was to sit and wait while everyone had fun with their games. The group that arrived first was Computers followed by Number Systems, Geometry then Statistics.

             “We” then proceeded to tally the scores of the participants as they left. The overall score would comprised of 80% from the sum 6 game scores and 20% from the placement score. I think it is extremely boring to narrate computations and such so I’ll just provide a table:

Stations	Groups
	Statistics	Number Systems	Geometry	Computer
1	8	5	6	6
2	10	10	10	10
3	8	10	5	7
4	8	10	10	10
5	5	5	9	5
6	10	10	10	10
Total (Max: 55)	49	50	50	48
80%	71.27	72.73	72.73	69.82
Pit stop (Max: 20)	5	15	10	20
20%	5	15	10	20
TOTAL	76.27	87.73	82.73	89.82
RANKING	4	2	3	1

And again… Computers won (announced the next day)

February 7, 2014 – Everything Else Day

The first activity was the informal debate, which are usually boring, so we did everything we could to “liven” it up… though that has its limits if your debate is about algebra. The only thing we could do was make it more argumentative via scripted impromptu-like interjections. The debate specifically focused on the question: “Which mathematical perspective should be prioritized in secondary to college level education: the operational or the conceptual approach?”.

The initial votes were taken after a brief introduction, 8 for conceptual and 7 for operational. It started with the placement of foundational knowledge and enumeration of the main points for both sides by their respective PMs. Our side emphasized simplicity, practicality and uniformity. I was the deputy for the government side, responsible for the rebuttal against the opposing PM and the defense for my PM. I mainly talked about how operational math has led to advances in other fields such as physics, chemistry  and engineering through the integration of mathematical equations from separate fields. I especially enjoyed the “I respectfully disagree” statement. The opposition countered with the belief that math is inherently conceptual, general, transposable and independent of equations or formulae. The audience seemed to relate to the topic, their reactions and quiet discussion could easily be noticed, especially during the “heated argument”. In the end, we lost with 1 against 13 votes.

After the debate was a  ~10 min video presentation. The making of which was very difficult due to conflicts in schedule and the overall embarrassment of making a parody video. I characterized the video as a “dramatic” comedy since it is a parody of a somewhat serious show but with the addition of consumers’ mathematics and a little bit of our own biology-yness (as in the course not the subject). I played the role of myself as the poor depressed… um… participant? Zam was Kuya Kim, Nykka was Doris Bigornia, Karen was the bank person and the scientist was Jaina.

The story starts with Doris’ introduction then meeting with me, followed by Kuya Kims’ intervention. Kuya Kim helped me apply for a bank loan  for capital for a soap-making business, also suggested by Kuya Kim. With the help of ascientist and random specimens from the zoo lab, “Kalapati Whitening Soap” was made (parody of Dove). Funny Testimonies and an advertisement were also shown (mainly cameos). The student was eventually able to pay his loan and tuition. The film prioritized making the concepts of income, interest and capital relatable to the viewers.

To finish the time, we had a pass the message variant using equations. The equations were mainly factorization and simplification problems. This time Geometry won with 3 points followed by Number Systems, Computers then Statistics.

February 14, 2014 (4am) – Deadline

Thinking back, it was actually enjoyable to do those high school-like activities. Though it took a lot of effort it wasn’t as stressful as normal college work. I even learned new things especially during the debate. I didn’t even know about the battle between operational and conceptual perspectives, I just took it for granted. Who would’ve thought that people actually fought about things like this? But during the debate I realized that the argument really had a point… until now I’m still having an internal debate on which is better. I also have a better appreciation about the mathematics of banking. I tried researching to get a more accurate depiction for the video, but I failed. It was difficult to actually apply bank technicalities to basic scenarios. I barely understood it, so applying it was out of the question.

To Conclude… YES! TAPOS NA!

Relationships and Quantification of the X: A Written Report

            When the Arabs discovered the concept of algebra, its applications have encompassed almost all fields in the sciences. This innovation has led to identify the unknown in terms of quantity. Algebra can be a “pain in the a**” but its contributions have played a significant role in uplifting and understanding the dynamics of life. Being equipped with the basic concepts, our group decided to adopt “Algebra” as a group. Algebra means “reunion of broken parts” in Arabic. We were fascinated to know the unknown; similar to a puzzle that needs to be deciphered and decoded.

            The wonders of algebra does not stop in the mathematical realms. Equations such as the Newtonian Laws of motion make use of algebra. Also, the academe, technology, politics, economics, health policies, aviation, research, engineering have incorporated the basic concepts of algebra in understanding one’s realm of expertise.

            Last week, the group took the turn to report about the wonders of algebra. It was a long process – a journey in exploring into the deep trenches of this topic. A class presentation which will last for a week was prepared by group two. The algebra group has decided to follow this time schedule:

Table 1. Time table of activities for the Algebra group.

Date	Activity/Event
February 5, 2014 (Wednesday)	·         Outdoor game activity -       Amazing Race
February 7, 2014 (Friday)	·         Group debate -       Conceptual vs. Operational ·         Video presentation -       Muchacha ng Masa (10 minutes) ·         Indoor game activity -       Pass the equation

            This time table of activities has been approved by our instructor, Ma’am Cielo Fe C. Blasing. Prior to the activities, the group performed a series of tapings for the video presentation from February 3 up to February 4, 2014. The group also met at the common available time to talk about the debate and the strong points needed to be discussed. The games were assigned to each member and it is the member’s decision and discretion on how to facilitate the game that they had thought about. Together with Maye and Karen, we edited the video which will be presented to the class.

February 5, 2014 (Wednesday) – 1^st Day

            The continuation of last meeting’s activity has commenced where we will sell our products (based on polygons) to the class. We advertised the “Labby Reppy” to the class and after a while, the group headed to their designated stations. Here are the stations of each group member: Station 1 – Nykka Sara; Station 2 – Sharmaine Lacanaria; Station 3 – Zam Zailon (yours truly); Station 4 – Karen Carigo; Station 5 – Jaina Jabel; Station 6 – Marielle Cuanan; and pit stop – Zeul Lim.

            Station 3 was named as “Find your X.” In this station, a group of equations was given. The players need to find the value of x and pair them to their respective equation. The other groups need to finish this activity within 90 seconds. If the players don’t finish the game within the time allotted, they faced the consequence by imitating any commercial seen on TV. Three groups have managed to finish the game within 90 seconds: Number Systems, Statistics, and Geometry. Meanwhile, the Computers group had to face the consequences by imitating the commercial of Palmolive (haha).

            After the game, the scores were tallied. 20 points will be accumulated if the group placed first, 15 points for second, 10 for third, and the last group will receive 5 points. The twist in reaching in the pit stop is that Kuya Zeul is not staying in a single place, making him difficult to look for. Here are our criteria for deciding the winner:

80% - Game points accumulated

20% - Place in the pit stop

Table 2. Tally Scores for the four groups in the Outdoor Activities.

Station	Highest Possible Score	Groups
		Statistics	Number Systems	Geometry	Computers
1	10	8	5	6	6
2	10	10	10	10	10
3	10	8	10	9	7
4	10	8	10	10	10
5	5	5	5	5	5
6	10	10	10	10	10
Total	55	49	50	50	48
80%		71.27	72.73	72.73	69.82
Pit stop	20	5	15	10	20
20%		5	15	10	20
TOTAL POINTS		76.27	87.73	82.73	89.82
RANKING		4	2	3	1

            In the end, the Computers group plummeted once again to first place, followed by Number Systems, Geometry, and Statistics respectively.

February 7, 2014 (Friday) – 2^nd Day

            The weather during that day was gloomy. Yet, we did not consider this as a hindrance to give our best in the last day. The highlights of that day were the debate, video presentation, and an indoor game.

            We started the class with a debate focusing on the topic “Which mathematical perspective should be prioritized in secondary to college level education: the operational approach or the conceptual approach?” This debate is a very interesting one since we only focus on solving and solving, not knowing which approach is the most appropriate to use. Both approaches have significant importance in revolutionizing algebra. Thus, we were walking beyond our comfort zone.

            The initial votes after the parameters were tallied. Results show that there is a slight leaning towards the conceptual team having 8 points. Meanwhile, the government’s side, the operational team have 7 seven votes. At the initial stage, the audience was divided on the concepts.  

            I, myself, was the prime minister of the government’s side, strongly supporting the operational approach. Our team strongly believes in this way of learning. We emphasized that the operational approach is more simple and practical. Also, we strongly stressed how operational approach has led into developing other fields such as physics, engineering, and aviation. As a whole, the point is that it is universal.The conceptual team dwelled on four arguments. They strongly believe that mathematics is “inherently conceptual;” a stepping stone to formulate knowledge; general and can be applied to other disciplines; and removal of dependency on equations and formula.

            Meanwhile, the audience was observed talking among themselves, discussing the topic and reflecting on the points that have been introduced. We were able to attract the attention of the audience, especially when Zeul and Nykka almost reached on a heated argument. In the end, the audience gave the trophy to the conceptual group, with a 13-1 vote.

            After a long heated debate, the group showed the 10-minute presentation to the class. The genre is a comedy-mockumentary and applying the concept of consumerism mathematics. I played the role of Kuya Kim, Nykka Sara as Doris Bigornia, and a student with a problem on his enrollment was played by Zeul Lim. The story started when Doris approach the troubled student then called Kuya Kim to help with the problem. Kuya Kim initially helped the student by applying a loan scheme in the bank with a 3.5% annual interest. Kuya Kim also suggested to establish a soap-making business to fund his studies. Kuya Kim then visits a laboratory known for making soaps. The scientist, played by Jaina Jabel, made soap and Kuya Kim named it as “Kalapati Whitening Soap,” a parody of the Dove Soap. After a year, the troubled student was able to pay his loans together with the interest. Gross income, interest, and budgeting were also emphasized on the film. Sharmaine Lacanaria played a parody commercial, mainly advertising the Kalapati Whitening Soap; Maye Cuanan went to the consumers and asked the thoughts of the consumers about the soap; and Karen Carigo played as the accountant from the bank where Kuya Kim and the troubled student applied for loan. The film was observed to have been likened by the audience as they express laughter and delightment. We were able to play our roles well in spite of the tight schedule we have.

            The last leg of our schedule was an indoor game. The game was known as “Pass the Message.” Similar to the game “Find Your X,” equations will be given to the first people who were in line. The first person will pass the equation to the next person until it reaches to the last person where he/she will solve the equation and go back to the host, giving the final answer. The first two questions worth 1 point where the Computers group was able to get the answer correct. The succeeding questions were equivalent to two points. As a summary, in a series of twists, the Geometry group emerged as the winner:

1.     Geometry – 3 points

2.     Number Systems – 2 points

3.     Computers – 1 point

4.     Statistics – 0 points

After the activities, a sudden realization has struck my mind. I will miss the bonding that we have shared with my groupmates. Hard work and team cooperation has been there all along. Also, algebra became fun and meaningful. I hope we may have suppressed the fear of others with the “X” and numbers.