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Math m gic
Tricks
in the Classroom
Michael E. Matthews
iStockphoto.com
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Fig. 1 Line of sums for the Faster Than a Calculator trick
x + y + z + X + Y + Z = 42.
(1)
X + Y + Z + N = 52.
(2)
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Fig. 2 The Mind-Control Clock trick. Adding 6 to the time on a clock face is
equivalent to rotating the clock face 180 degrees.
THE
THE NAME
OF THE
CARD
THE NAME
OF THE
CARD
ISIS TRICK
(a)
CONCLUSION
Mathemagic can provide a setting to explore meaningful mathematical concepts. Take the time to consider how to use the tricks for enhancing students
understanding. Some tricks, like Faster Than a
Calculator, may provide the context for exploring
new material. Others, like Mind-Control Clock,
may be more appropriate as applications or extensions of recently learned material. Of course, not all
interesting tricks may fit well in a particular curriculum. In this case, you can still use these tricks as
five-minute fillers to motivate students or preview
advanced mathematics. There are several avenues
for finding mathemagic, including NCTM conferences, books, and Web sites (see the references for
a start). With persistence, you can find appealing
mathemagic tricks that are also conceptual gems.
(NCTM). Principles and Standards for School Mathematics. Reston, VA: NCTM, 2000.
. Curriculum Focal Points for Prekindergarten
through Grade 8 Mathematics: A Quest for Coherence.
Reston, VA: NCTM, 2006.
REFERENCES
Crawford, David. Mathematics and Magic: The Case
for Card Tricks. Mathematics in School 29, no. 3
(2000): 2930.
Koirala, Hari P., and Philip M. Goodwin. Teaching
Algebra in the Middle Grades Using Mathmagic.
Mathematics Teaching in the Middle School 5, no. 9
(May 2000): 56266.
National Council of Teachers of Mathematics