Relevant bibliographies by topics / Magic tricks in mathematics education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Magic tricks in mathematics education'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Magic tricks in mathematics education"

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Nagahashi, Hideo. "Magic Card Tricks on Hamming Codes over Finite Fields." College Mathematics Journal 52, no. 4 (August 8, 2021): 281–88. http://dx.doi.org/10.1080/07468342.2021.1942676.

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Petrov, Philip. "Приложение на изследователския подход в образованието по информатика чрез един популярен математически фокус (Нов поглед към стари идеи)." Mathematics and Informatics LXV, no. 6 (December 29, 2022): 556–73. http://dx.doi.org/10.53656/math2022-6-6-pri.

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“Integers and their representation” is the first section from the curriculum for 8th grade high school Informatics education in Bulgaria. The main topic in it is the study of binary numbers. The research shows that the current Bulgarian textbooks have excessive amount of mathematical problems and very few have direct practical applications. Furthermore, they do not use sufficiently the inquiry-based learning approach in the lesson and there are no introductory problems aimed in forcing cognitive dissonance. Good examples on how it can be done in constructivist way are given in the ‘80s textbooks from the experimental Research Group on Education. The article then presents a popular magic trick for teaching binary numbers by the inquiry-based learning. The author provides methodology for its more effective usage as introductory problem for the lesson. The conclusion is that Informatics lessons should use more practical problems with games, tricks and sophisms.
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Wagon, Stan. "A Mathematica'l Magic Trick." College Mathematics Journal 25, no. 4 (September 1994): 325. http://dx.doi.org/10.2307/2687621.

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Smoak, James, and Thomas J. Osler. "A Magic Trick from Fibonacci." College Mathematics Journal 34, no. 1 (January 2003): 58. http://dx.doi.org/10.2307/3595847.

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Bicknell-Johnson, Marjorie. "A Generalized Magic Trick from Fibonacci: Designer Decimals." College Mathematics Journal 35, no. 2 (March 2004): 125. http://dx.doi.org/10.2307/4146867.

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Vallin, Robert W. "A Magic Trick Leads to an Identity: Some Induction Fun." College Mathematics Journal 46, no. 4 (September 2015): 295–98. http://dx.doi.org/10.4169/college.math.j.46.4.295.

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Duran, Miquel, Silvia Simon, and Fernando Blasco. "Science Education and Artificial Intelligence – A Chatbot on Magic and Quantum Computing as an Educational Tool." EDEN Conference Proceedings, no. 1 (June 22, 2020): 137–42. http://dx.doi.org/10.38069/edenconf-2020-ac0011.

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Artificial Intelligence (AI) has entered the realm of higher education and has become an impressive emerging field. Since AI is starting also to be applied to Science Education, here an assay is provided while the opportunities of AI in a particular case of Science Education are reviewed and assessed, namely a chatbot on Quantum Computing, another awesome emerging field. Indeed, Quantum Computing is based on a set of principles that are difficult to understand by the general population, so the ultimate goal of such a chatbot is to learn a few complex concepts in this field and to increase public understanding and awareness of Science. Actually, AI is starting also to be applied to Science Communication, even though progress is not so advanced as in learning.Magic tricks based on mathematical principles are especially well suited to teach difficult concepts, like those related to Quantum Science. They are used to explain entanglement, quantum cryptography, the superposition principle, and other quantum-related concepts – along with other physical and chemical core elements like Entropy.Developing a chatbot is not especially difficult (e.g., with Botpress, Watson, Dialogflow, Manybot, etc.). One may build either scripted, intelligent, or application bots. Indeed, the first ones are those that are easiest to create, and correspond to the first phase of the current project. Intelligent bots understand natural spoken language and correspond to a second phase in this project. In general, Bots are connected to a real-world messaging service, like Facebook Messenger, Twitter, Telegram, Slack, etc.
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Mationg, Mary Lorraine S., Gail M. Williams, Veronica L. Tallo, Remigio M. Olveda, Eindra Aung, Portia Alday, Mark Donald Reñosa, et al. "Determining the Impact of a School-Based Health Education Package for Prevention of Intestinal Worm Infections in the Philippines: Protocol for a Cluster Randomized Intervention Trial." JMIR Research Protocols 9, no. 6 (June 25, 2020): e18419. http://dx.doi.org/10.2196/18419.

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Background Repeated mass drug administration (MDA) of antihelminthics to at-risk populations is still the main strategy for the control of soil-transmitted helminth (STH) infections. However, MDA, as a stand-alone intervention, does not prevent reinfection. Accordingly, complementary measures to prevent STH reinfection, such as health education and improved sanitation, as part of an integrated control approach, are required to augment the effectiveness of MDA for optimal efficiency and sustainability. Objective The aim of this study is to determine the impact and generalizability of a school-based health education package entitled The Magic Glasses for STH prevention in the Philippines. Methods We conducted a cluster randomized controlled intervention trial, involving 2020 schoolchildren aged 9-10 years, in 40 schools in Laguna Province, Philippines, to evaluate the impact of the school-based health education package for the prevention of STHs. The trial was conducted over the course of 1 year (June 2016 to July 2017). A total of 20 schools were randomly assigned to the intervention arm, in which The Magic Glasses Philippines health education package was delivered with the standard health education activities endorsed by the Philippines Department of Health (DOH) and the Department of Education (DepEd). The other 20 schools comprised the control arm of the study, where the DOH/DepEd’s standard health education activities were done. At baseline, parasitological assessments and a knowledge, attitude, and practice survey were carried out in all schools. In addition, height, weight, and hemoglobin levels were obtained from each child (after parental consent), and their school attendance and academic performance in English and mathematics were accessed from the school records. The baseline and 2 follow-up surveys were completed using the same study measurements and quality-control assessments. Results Key results from this cluster randomized intervention trial will shed light on the impact that The Magic Glasses health education package will have against STH infections in schoolchildren in the province of Laguna, located on the Island of Luzon, in the Calabarzon Region of the Philippines. Conclusions The results of the trial will be used to assess the generalizability of the impact of The Magic Glasses health education package in different epidemiological and cultural settings, providing evidence for translation of this health education package into public health policy and practice in the Asian region and beyond. Trial Registration Australian New Zealand Clinical Trials Registry number ACTRN12616000508471; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=368849 International Registered Report Identifier (IRRID) DERR1-10.2196/18419
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Riveros, H. G. "The science behind magic tricks." Physics Education 46, no. 3 (May 2011): 254–55. http://dx.doi.org/10.1088/0031-9120/46/3/f07.

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Moss, Simon A., Melanie Irons, and Martin Boland. "The magic of magic: The effect of magic tricks on subsequent engagement with lecture material." British Journal of Educational Psychology 87, no. 1 (October 18, 2016): 32–42. http://dx.doi.org/10.1111/bjep.12133.

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Dissertations / Theses on the topic "Magic tricks in mathematics education"

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Bauman, Shannon. "The importance of self-esteem in learning and behavior in children with exceptionalities and the role magic tricks may play in improving self-esteem and in motivating learning." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/660.

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This paper was written using various research based sources to determine the effects of self-esteem on learning and behaviors and whether or not the use of magic tricks can play a role in raising self-esteem and in motivating learning for children with exceptionalities. There have been multiple studies that show self-esteem has a significant effect on a child's ability to learn as well as studies that show self-esteem plays a role in a child's behavior. There are opposing studies showing that self-esteem has no effect on learning and behavior in children with and without exceptionalities. There was no information found that state high self-esteem has a negative effect on learning or motivation in children with exceptionalities or without exceptionalities. Regardless of whether or not one agrees that self-esteem affects learning and behavior in children with exceptionalities, it is important that educators find ways to help all children with exceptionalities, as well as without exceptionalities, improve their self-esteem thereby possibly helping improve learning, behavior, and motivation. One possible way to help raise self-esteem in children with exceptionalities is the use of magic tricks inside and outside the classroom. Incorporating the use of magic tricks in lessons seems to motivate learning. The information on the use of using magic tricks to raise self-esteem is limited to few articles and only one study. While the information on using magic to improve self-esteem in children with exceptionalities is limited, the information collected to date all state positive results using magic tricks to not only raise self-esteem but to also to motivate learning in children with exceptionalities.
B.S.
Bachelors
Education and Human Performance
Exceptional Education
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Rodrigues, Maria Manuela Correia. "Magia matemática com cartas." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16864.

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Mestrado em Matemática para Professores
Nesta dissertação será feita uma incursão pelo mundo do ilusionismo, designadamente ao mundo da cartomagia. Mostraremos como é possível, sem qualquer baralho especial e sem truques “na manga”, realizar efeitos cartomágicos. Para tal, bastará ter na cartola alguns conhecimentos de Matemática. Como professores, será possível, com a realização de alguns truques aqui apresentados, não só maravilhar os alunos, mas também desenvolver a sua curiosidade científica fazendo apelo ao seu pensamento matemático. Tentaremos demonstrar que o que nos parece muitas vezes impossível ou ilusório é afinal possível e real, e tudo isto, apenas com a magia da Matemática.
This dissertation will dive into the world of illusion, namely the world of card manipulation. We will show how it is possible to produce magical card manipulation effects, without any special pack of cards nor "up the sleeve tricks". To do so, it will only be necessary to have some mathematical knowledge in the top hat. By presenting some tricks here depicted, teachers, will, not only marvel the students, but also develop their scientific curiosity, appealing to their mathematical thinking. We will try to demonstrate that what often seems impossible or illusory is, after all, possible and real, and made up of Mathematical magic.
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Books on the topic "Magic tricks in mathematics education"

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Lombardo, Mary A. Mastering math through magic, grades 2-3. Worthington, OH: Linworth Pub., 2003.

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Mastering math through magic, grades 6-8. Worthington, Ohio: Linworth Pub., 2003.

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Magia-- con matemáticas! México, D.F: Selector, 2007.

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Michael, Shermer, ed. Think like a math genius: The mathemagician's secrets of lightning calculation and amazing feats of mind. New York: Three Rivers Press, 2006.

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illustrator, Davis Rob, ed. The magic of maths. London: Scholastic, 2014.

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Thompson, Andrew. Gospel magic: How to use magic tricks as visual aids. Cambridge: Grove Books, 2001.

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White, Laurence B. Math-a-magic: Number tricks for magicians. Niles, Ill: A. Whitman, 1989.

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Diaconis, Persi. Magical Mathematics: The Mathematical Ideas that Animate Great Magic Tricks. Princeton, NJ, USA: Princeton University Press, 2012.

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Gardner, Martin. Mental magic: Surefire tricks to amaze your friends. Mineola, N.Y: Dover Publications, 2009.

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Gardner, Martin. Mental magic: Surefire tricks to amaze your friends. Mineola, N.Y: Dover Publications, 2009.

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Book chapters on the topic "Magic tricks in mathematics education"

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Liljedahl, Peter. "Card Tricks Discovery Learning and Flow in Mathematics Teacher Education." In Creative Dimensions of Teaching and Learning in the 21st Century, 175–79. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-047-9_16.

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Kroesch, Allison M., and Albert Otto. "Magic Throughout the Years." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 273–76. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.050.

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Too often teachers use the word “trick” in their mathematics lessons. There are no tricks in mathematics, but there are explanations for what appears to be a trick. Throughout this paper, we will address this history of magic, including the history of playing cards.
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Bossi, Vanni. "Pacioli’s Magic and Card Tricks." In Adventures in Recreational Mathematics, 131–37. WORLD SCIENTIFIC, 2021. http://dx.doi.org/10.1142/9789811226014_0007.

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Grzegorczyk, Ivona. "Magic Tricks and Activities Supporting Abstract Thinking in Mathematics." In Theory and Practice: An Interface or A Great Divide?, 189–92. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.38.

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This workshop will involve you in mathematics based magic tricks activities promoting pattern recognition and algebraic modeling in various contexts. The interactive, hands-on activities are designed for introductory algebra courses, but they can be modified to generate more complexity and advanced mathematical thinking.
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"Chapter 10. Stars of Mathematical Magic (And some of the best tricks in the book)." In Magical Mathematics, 153–219. Princeton University Press, 2011. http://dx.doi.org/10.1515/9781400839384-012.

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Brasili, Simone, and Riccardo Piergallini. "Introducing Symmetry and Invariance with Magic Squares." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 63–68. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.013.

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Magic squares are key tools in mathematics teaching. They favor reasoning and creativity in problem-solving. As well, they bring students closer to the history of mathematics. Our work presents the magic squares in a learning progression introducing the symmetry linked with the idea of invariance “sameness in change” early at primary school in Montegranaro (Italy). Using the 3x3 magic square and manipulation games, a sample of 101 pupils (8 years) internalizes symmetries, reflections, and rotations associated with the square. The proposed activities provide tools and experience for geometric cognitive processes transferable from magic squares to main geometric shapes. The findings confirm that symmetry linked to the search for invariance is appropriate and accessible for primary school pupils through manipulation games.
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Conference papers on the topic "Magic tricks in mathematics education"

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Yong, Benny, and Ethan Chang. "Use of mathematical cryptanalysis on ‘magic tricks’." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096016.

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Greenberg, Ronald I. "Educational Magic Tricks Based on Error-Detection Schemes." In ITiCSE '17: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059009.3059034.

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Sokoloff, David R. "Active Learning of Introductory Optics: Interactive Lecture Demonstrations and Optics Magic Tricks." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2007. http://dx.doi.org/10.1364/etop.2007.ewa2.

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Sokoloff, David R. "Active learning of introductory optics: interactive lecture demonstrations and optics magic tricks." In Tenth International Topical Meeting on Education and Training in Optics and Photonics, edited by Marc Nantel. SPIE, 2015. http://dx.doi.org/10.1117/12.2207518.

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Roswitha, Mania, and Edy Tri Baskoro. "H-magic covering on some classes of graphs." In THE 5TH INTERNATIONAL CONFERENCE ON RESEARCH AND EDUCATION IN MATHEMATICS: ICREM5. AIP, 2012. http://dx.doi.org/10.1063/1.4724129.

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Brata, Adika Setia, Toto Nusantara, Desi Rahmadani, Abdullah Bin Gani, and Vita Kusumasari. "On the properties of anti fuzzy graph magic labeling." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139744.

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Campos, Helena, and Ana Margarida Costa. "MATH MAGIC AS AN EDUCATIONAL RESOURCE IN TEACHING AND LEARNING MATHEMATICS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1490.

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Firmansa, Ilman, Toto Nusantara, Desi Rahmadani, Abdullah Bin Gani, Heri Susanto, and Purwanto. "On the properties of bipolar anti fuzzy graph magic labeling." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139760.

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Asri, Yoana N., Dadi Rusdiana, and Selly Feranie. "ICARE Model Integrated with Science Magic to Improvement of Students' Cognitive Competence In Heat and Temperature Subject." In International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.30.

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Taufiq, Muhammad, Andi Suhandi, and Winny Liliawati. "Effect of science magic applied in interactive lecture demonstrations on conceptual understanding." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995183.

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