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

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

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1

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Zoumenou, Virginie, S. Jayne, R. Gyawu, and L. Escobar. "Using Magic Tricks to Reinforce Nutrition Education Lessons Among Children." Journal of Nutrition Education and Behavior 47, no. 4 (July 2015): S24. http://dx.doi.org/10.1016/j.jneb.2015.04.064.

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12

Robert, Christian. "Magical Mathematics: The Mathematical Ideas That Animate Great Magic Tricks." CHANCE 26, no. 2 (April 16, 2013): 50–51. http://dx.doi.org/10.1080/09332480.2013.794620.

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13

De Bernardinis, Elisa. "Magic squares in mathematics education." Journal of Interdisciplinary Mathematics 19, no. 1 (January 2, 2016): 207–13. http://dx.doi.org/10.1080/09720502.2015.1116194.

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14

Matthews, Michael E. "Selecting and Using Mathemagic Tricks in the Classroom." Mathematics Teacher 102, no. 2 (September 2008): 98–101. http://dx.doi.org/10.5951/mt.102.2.0098.

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As a mathemagician, I know that learning magic tricks has immense appeal for many mathematics teachers. I also suspect that teachers may not use these mathemagic tricks effectively in their classrooms and that some see them only as “five-minute fillers.” However, mathemagic can be used meaningfully in the classroom. To help teachers do so, I provide some mathemagic examples that fit nicely into typical secondary curricula and encourage teachers to think through how each trick may aid students' conceptual and procedural understanding
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15

Matthews, Michael E. "Selecting and Using Mathemagic Tricks in the Classroom." Mathematics Teacher 102, no. 2 (September 2008): 98–101. http://dx.doi.org/10.5951/mt.102.2.0098.

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As a mathemagician, I know that learning magic tricks has immense appeal for many mathematics teachers. I also suspect that teachers may not use these mathemagic tricks effectively in their classrooms and that some see them only as “five-minute fillers.” However, mathemagic can be used meaningfully in the classroom. To help teachers do so, I provide some mathemagic examples that fit nicely into typical secondary curricula and encourage teachers to think through how each trick may aid students' conceptual and procedural understanding
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16

Chen, Hang, and Curtis Cooper. "n-Card Tricks." College Mathematics Journal 40, no. 3 (May 2009): 196–203. http://dx.doi.org/10.1080/07468342.2009.11922360.

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17

Chen, Hang, and Curtis Cooper. "n-Card Tricks." College Mathematics Journal 40, no. 3 (May 1, 2009): 196–203. http://dx.doi.org/10.4169/193113409x469424.

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18

Sprows, David J. "TAKING THE TRICKS OUT OF MATHEMATICS." PRIMUS 14, no. 1 (January 2004): 40–42. http://dx.doi.org/10.1080/10511970408984075.

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19

Guyker, James. "Magic squares with magic inverses." International Journal of Mathematical Education in Science and Technology 38, no. 5 (July 15, 2007): 683–88. http://dx.doi.org/10.1080/00207390701240810.

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20

Hunt, Jessica H., Beth L. MacDonald, and Juanita Silva. "Gina’s mathematics: Thinking, tricks, or “teaching”?" Journal of Mathematical Behavior 56 (December 2019): 100707. http://dx.doi.org/10.1016/j.jmathb.2019.05.001.

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21

Ikhsanudin, Ikhsanudin, Sudarsono Sudarsono, and Urai Salam. "Using Magic Trick Problem-Based Activities to Improve Students' Engagement in a Listening Class." JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no. 2 (April 21, 2019): 7. http://dx.doi.org/10.26418/jeltim.v1i1.31620.

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Students engagement is a critical topic in the discussion of teaching and learning process quality, including at a tertiary level. The goal of this classroom action research is improving English education department engagement in a listening class through magic tricks problem-based activities. This research was conducted at the College of Teacher-Training and Education of Universitas Tanjungpura (FKIP UNTAN), Pontianak – Indonesia, in October-November 2018. The research was conducted in two cycles and the data were collected through participant observation. In three stages of analysis (initial coding, focused coding, and explanation), this research successfully improved the students' engagement. The students’ engagement was improved substantially in the second cycle after the magic trick activities were combined with pair discussion, group discussion, and cross-group discussion. The magic trick problem-based activities was an important factor that could invite the students' intellectual engagement. Whereas, the discussion activities improved the students emotional and behavioral engagement. The creative variation in the discussion stage had improved the students' engagement considerably.
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22

Widdis, Daniel B., and R. Bruce Richter. "It's Magic! Multiplication Theorems for Magic Squares." College Mathematics Journal 20, no. 4 (September 1989): 301. http://dx.doi.org/10.2307/2686849.

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23

Anderson, Oliver D. "Magic seven." International Journal of Mathematical Education in Science and Technology 21, no. 1 (March 1990): 3–9. http://dx.doi.org/10.1080/0020739900210102.

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24

Mulligan, Catherine Herr. "Interest in Mathematics—It's in the Cards." Mathematics Teacher 82, no. 2 (February 1989): 100–103. http://dx.doi.org/10.5951/mt.82.2.0100.

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Interest in mathematics can often be generated by seemingly nonmathematical items. Perhaps not surprisingly, students cited card tricks as their favorite activity in a course in recreational mathematics that I taught to middle school students in Miami University—Middletown's “Kids in College” program. When a card trick was shown to them, the students were at first inclined to believe that the trick was based on magic or sleight-of-hand manipulation, asking such questions as, “How did you do that?” I answered that I hadn't done anything … it was “in the cards,” or, more precisely, in the mathematics of cards. Our pursuit of finding the mathematics in a particular card trick involved several important mathematical activities: problem-solving analysis, making a conjecture and testing it, discovering, and verbalizing.
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25

Wiseman, Richard, and Caroline Watt. "Conjuring cognition: a review of educational magic-based interventions." PeerJ 8 (March 9, 2020): e8747. http://dx.doi.org/10.7717/peerj.8747.

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For hundreds of years, magic tricks have been employed within a variety of pedagogic contexts, including promoting science and mathematics, delivering educational messaging, enhancing scepticism about the paranormal, and boosting creative thinking for product design. This review examines this diverse body of work, focusing on studies that have assessed the impact of such interventions. Although the studies tended to yield positive outcomes, much of the work suffered from methodological shortcomings, including measuring the impact of interventions over a relatively short period of time, focusing on self-report measures and failing to employ control groups. The paper makes several recommendations for future study in the area, including assessing the longer-term impact of magic-based interventions, comparing these interventions to other types of pedagogic techniques, focussing on knowledge retention and behavioural outcomes, and collaborating with magicians to develop more impactful interventions.
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26

Hakopian, Yuri R., Ani N. Eloyan, and David E. Khachatryan. "About magic rectangles." International Journal of Mathematical Education in Science and Technology 37, no. 4 (June 15, 2006): 475–83. http://dx.doi.org/10.1080/00207390500433210.

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27

Ferrarello, Daniela, Maria Flavia Mammana, and Mario Pennisi. "Magic of centroids." International Journal of Mathematical Education in Science and Technology 49, no. 4 (January 5, 2018): 628–41. http://dx.doi.org/10.1080/0020739x.2017.1418917.

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28

Yakushkina, Evgenya V., A. O. Surovtseva, and Oksana A. Pavlova. "Introduction to Magic figures in elementary mathematics education." Science and School, no. 4 (2021): 209–21. http://dx.doi.org/10.31862/1819-463x-2021-4-209-221.

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Yakushkina, Evgenya V., A. O. Surovtseva, and Oksana A. Pavlova. "Introduction to Magic figures in elementary mathematics education." Science and School, no. 4 (2021): 209–21. http://dx.doi.org/10.31862/1819-463x-2021-4-209-221.

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30

Stone, J. A. R. "Dog and tricks: some mathematics for students of graphics." Teaching Mathematics and its Applications: An International Journal of the IMA 24, no. 4 (July 13, 2005): 192–202. http://dx.doi.org/10.1093/teamat/hrh019.

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31

Arbel, Beno. "From ‘tricks’ to strategies for problem solving†." International Journal of Mathematical Education in Science and Technology 21, no. 3 (May 1990): 429–38. http://dx.doi.org/10.1080/0020739900210312.

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32

Das, Mrinal Kanti. "On concentric magic squares and magic squares of order 4n +2." International Journal of Mathematical Education in Science and Technology 22, no. 2 (March 1991): 187–201. http://dx.doi.org/10.1080/0020739910220203.

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33

Emanouilidis, Emanuel. "Latin and magic squares." International Journal of Mathematical Education in Science and Technology 36, no. 5 (July 15, 2005): 546–49. http://dx.doi.org/10.1080/00207390412331336201.

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34

TOUMASIS, CHARALAMPOS. "The magic of generalization." International Journal of Mathematical Education in Science and Technology 23, no. 4 (July 1992): 509–16. http://dx.doi.org/10.1080/0020739x.1992.10715683.

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35

Trenkler, Karsten Schmidt, Götz. "The Moore–Penrose inverse of a semi-magic square is semi-magic." International Journal of Mathematical Education in Science and Technology 32, no. 4 (July 1, 2001): 624–29. http://dx.doi.org/10.1080/00207390119344.

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Schmidt, Karsten, and GÖtz Trenkler. "The Moore?Penrose inverse of a semi-magic square is semi-magic." International Journal of Mathematical Education in Science and Technology 32, no. 4 (July 2001): 624–29. http://dx.doi.org/10.1080/713816465.

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37

Benjamin, Arthur T., and Ethan J. Brown. "Challenging Magic Squares for Magicians." College Mathematics Journal 45, no. 2 (March 2014): 92–100. http://dx.doi.org/10.4169/college.math.j.45.2.092.

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38

Simarmata, Justin Eduardo, Merlin Helentina Napitupulu, Thresia Trivict Semiun, and Maria Wisrance Wihelmina. "Pengenalan & Pelatihan “Fast Math Tricks” Bagi Siswa Sekolah Dasar Jemaat GMIT Petra Kefamenanu." ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT 4, no. 2 (May 9, 2021): 145. http://dx.doi.org/10.33633/ja.v4i2.220.

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Introduction and training of “Fast Math Tricks” for elementary school students in GMIT Petra Kefamenanu congregation aims to develop students' thinking skills and interest in mathematics. This community service activity is carried out for one month, with a meeting duration of 90 minutes per meeting. Students who take part in the activity are students who are considered capable of participating in the training, come from the sixth grade of elementary schools in the GMIT Petra Kefamenanu congregation. The method of implementing this activity is the method of testing, lecturing, and practice. The activity began with an introduction to "Fast Math Tricks", followed by training on "Fast Math Tricks". With the introduction and training of "Fast Math Tricks", students understand and like mathematics more and will become provisions for students for education at the next level. Student response is very good in implementing activities because "Fast Math Tricks" is a new thing for them, in addition to the introduction of "Fast Math Tricks", it can provide benefits and convenience for elementary school students in doing calculations. From the introduction and training activities of fast math tricks, it was concluded that students were 87.50% helped, 8.33% was quite helpful, and 4.17% were not helped by the application of fast math tricks in calculating multiplication and division.
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39

Gardner, Martin. "Some New Results on Magic Hexagrams." College Mathematics Journal 31, no. 4 (September 2000): 274. http://dx.doi.org/10.2307/2687416.

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40

Elzaidi *, S. M. "On the magic square and inverse." International Journal of Mathematical Education in Science and Technology 36, no. 6 (September 15, 2005): 673–80. http://dx.doi.org/10.1080/00207390500064072.

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41

Peters, James V. "Iteration by literation and magic squares." International Journal of Mathematical Education in Science and Technology 21, no. 1 (March 1990): 81–85. http://dx.doi.org/10.1080/0020739900210110.

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42

Et. al., Dr V. L. Stella Arputha Mary,. "Vertex Magic Labeling On V_4 for Cartesian product of two cycles." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 11, 2021): 240–49. http://dx.doi.org/10.17762/turcomat.v12i4.500.

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Let be an abelian group under multiplication. Let . Then the vertex magic labeling on is induced as such that where the product is taken over all edges of incident at is constant. A graph is said to be - magic if it admits a vertex magic labeling on . In this paper, we prove that , , Generalized fish graph, Double cone graph and four Leaf Clover graph are all -magic graphs.
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43

Laudano, Francesco. "Proof Without Words: Magic of Tangential Polygons." College Mathematics Journal 51, no. 3 (April 24, 2020): 218. http://dx.doi.org/10.1080/07468342.2020.1704131.

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44

Reiter, Harold, and David Ritchie. "A Complete Solution to the Magic Hexagram Problem." College Mathematics Journal 20, no. 4 (September 1989): 307. http://dx.doi.org/10.2307/2686850.

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45

Bosch, Robert A. "Optimal Card-Collecting Strategies for Magic: The Gathering." College Mathematics Journal 31, no. 1 (January 2000): 15. http://dx.doi.org/10.2307/2687095.

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46

Hakopian, Y. R., and A. N. Eloyan. "The Moore–Penrose inverse of block magic rectangles." International Journal of Mathematical Education in Science and Technology 38, no. 8 (November 9, 2007): 1093–102. http://dx.doi.org/10.1080/00207390600720607.

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47

Trenkler, Götz, Karsten Schmidt, and Dietrich Trenkler. "A simple parameterization of 3×3 magic squares." International Journal of Mathematical Education in Science and Technology 43, no. 1 (January 15, 2012): 128–33. http://dx.doi.org/10.1080/0020739x.2011.573874.

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48

Aguado Franco, Juan Carlos. "El uso de la magia como recurso docente: el taller de la magia de la Economía = Using magic as a teaching resource: the workshop of the magic of Economics." Teaching & Learning Innovation Journal = Revista de Innovación en la Enseñanza y el Aprendizaje 1 (October 4, 2017): 9. http://dx.doi.org/10.18002/tele(in)2j.v1i0.5146.

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<p>Resumen</p><p>En el taller de la magia de la Economía, cuya VIII edición tendrá lugar en noviembre de 2016 en la Universidad Rey Juan Carlos en el marco de la Semana de la Ciencia, se explica la Economía a través de trucos de magia. Se trata de un recurso didáctico ya utilizado anteriormente en matemáticas (matemagia) y que cuenta con una gran aceptación por parte del público pues ayuda a comprender mejor los distintos conceptos explicados y a captar la atención del espectador. El éxito de este taller se plasma en haber alcanzado en algunas ediciones las 700 inscripciones, con todo tipo de público, desde alumnos de bachillerato, alumnos universitarios, y público en general.</p><p> </p><p>Abstract</p><p> In the workshop of the magic of Economics, whose eighth edition will take place in November 2016 at the Rey Juan Carlos University in the framework of the Week of Science, Economics will be explained through magic tricks. It is an educational resource previously used in mathematics and has a great acceptance by the public as it helps to better understand the various concepts explained and to capture the viewer’s attention. The success of this workshop is reflected in some editions have reached the 700 entries, with all kinds of people, from high school students, university students and the general public.</p>
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49

Trenkler, Dietrich, and Götz Trenkler. "Most-perfect pandiagonal magic squares and their Moore–Penrose inverse." International Journal of Mathematical Education in Science and Technology 35, no. 5 (September 2004): 697–701. http://dx.doi.org/10.1080/0020739042000232510.

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Trenkler, Götz, Karsten Schmidt, and Dietrich Trenkler. "Polar and singular value decomposition of 3×3 magic squares." International Journal of Mathematical Education in Science and Technology 44, no. 5 (July 2013): 774–77. http://dx.doi.org/10.1080/0020739x.2013.790507.

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