Using Roller Coasters to Bridge Mathematics, Science and the Arts

Year: 2010 Authors: Janka Szilágyi; Jill Zarazinski

Core claim

Designing roller coasters can support student-centered inquiry that builds conceptual understanding in mathematics and science while engaging artistic creativity.

Topics

interdisciplinary teaching, constructivist learning, inquiry-based design, graphing and representation, creative problem solving

Domains

data representation, length measurement, graphing, conceptual understanding, 3-D design, motion, arts integration, visual storytelling

Methods

workshop presentation, problem-based inquiry, hands-on construction, student-created stories

Media

Armaflex® pipe insulation, masking tape, marbles, graphs

Source status

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