Mathematics Through the Museum: An Effective Means for Teaching Math
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Authors
Doty, Belinda Beth
Issue Date
1985
Type
Thesis
Language
en_US
Keywords
Alternative Title
Abstract
Attempts to classify the institution called "museum"
have been numerous. Dillon Ripley, the Secretary of the
Smithsonian, has called the museum "an enigma". After a
three month internship at OMSI (Oregon Museum of Science
and Industry), I have only begun to fathom the depth of the
museum experience. Through the years, the museum has been
called upon to fulfill many varied needs, due to the very
nature of the museum. Albert Ten Eyck Gardner, a curator
of the Metropolitan Museum, commenting on the flexibility
of the museum said, "[The museum] is in fact a modern hybrid,
bred with mingled characteristics of the cathedral, the
royal palace, the theater, the school, the library, and
according to some critics, the department store." He continues
that because of the museum's broad characteristics,
the museum is very flexible and can assume many roles.
Most recently, the science museum has been challenged to
teach the public and definitely has potential. The primary
focus of the science museum in recent years has been science
and mathematics education. This focus is reasonable,
because the museum has characteristics which enable it to
teach like no other institution can. The museum can often
enrich and fill the gaps in traditional education. These
gaps are especially apparent in the field of mathematics.
In upper level mathematics, boys continue to score higher
than girls, and a gap still exists between the scores of
whites and minorities. In light of the current mathematics
situation and the abilities of the museum, I find the museum
especially suited and a very valuable aid in the teaching
and learning of mathematics.
Description
v, 62 p.
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License
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