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Problem solving as tools for mathematical modeling: case study for real life

Article in Quaderni di Ricerca in Didattica · July 2015

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 “Quaderni di Ricerca in Didattica (Mathematics)”, n. 25, Supplemento n.2, 2015
G.R.I.M. (Departimento di Matematica e Informatica, University of Palermo, Italy)

Problem solving as tools for mathematical modeling:

case study for real life.

Sixto Romero Sánchez

Escuela Técnica Superior de Ingeniería
Universidad de Huelva
[email protected]

Abstract: Not many years ago that researchers in mathematics education have focused on designing
activities based on mathematical modeling of real situations with the conviction collateral for greater profit,
by our students, the mathematical learning, and hence in teaching by teachers. The present paper aims to use
the Problem Solving as a useful and necessary to arrive at the concept of Mathematical Modeling.

Résumé: Non il y a plusieurs années que les chercheurs dans l'enseignement des mathématiques ont mis
l'accent sur la conception des activités basées sur la modélisation mathématique des situations réelles avec la
garantie de condamnation pour un plus grand profit, par nos étudiants, l'apprentissage des mathématiques, et
donc dans l'enseignement par les enseignants. Le présent travail vise à utiliser la résolution de problèmes
comme utile et nécessaire pour arriver au concept de modélisation mathématique.

Introduction

Math is for many a somewhat unfriendly science. Most people have and / or have had contact with
them, even if only in the school years, and live with them every day, we look with suspicion
because they are sometimes cryptic, arid and so abstract that we would not know where to
undertake them if we try. Throughout history, mathematics have occupied a prominent place in the
school curriculum. They have achieved this role not by the importance they have in themselves and
for reasons of cultural and social. Such is the importance achieved practically taught in all schools
in the world.
Traditionally there have been two basic reasons for weighting Mathematics:
a) "His ability to develop the capacity of thought." Juan Luis Vives (1492-1540) and he said "are a
subject to express the sharpness of mind".
b) "Its usefulness for both daily life and to learn from other disciplines necessary for personal
and professional development."
We will use the proposal from the Problem Solving as a management tool to ensure that our
students deepen with varying degrees of mathematization and get directions to the concept of
Mathematical Modeling. But of course, a doubt arises us
How to link mathematics to other areas of knowledge?
Of the problems that exist worldwide in the secondary stage, in the area of knowledge of
mathematics, which is currently attracting the attention of Mathematics Education professionals
have regarding how to flirt and structure the curriculum in their relation to other areas of knowledge
and even mathematics itself: most issues are disconnected from the real world and, why not say, of
science, which has the handicap that students do not conceive the true usefulness of mathematics
necessary for their formation.

Case studies
Since not many years ago, researchers in mathematics education have focused on designing
activities based on mathematical modeling of real situations with the conviction for greater security
in profit, by our students, the mathematical learning, and thus in teaching by teachers.
To arrive at model mathematically, from the point of view of attitudes and conceptions, the role of
Problem Solving should, in our view, the vehicle of mathematical learning through:
a) The development of an open attitude.
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 “Quaderni di Ricerca in Didattica (Mathematics)”, n. 25, Supplemento n.2, 2015
G.R.I.M. (Departimento di Matematica e Informatica, University of Palermo, Italy)

b) Give examples that lead to a dynamic conception of the evolution of knowledge.

c) In an integrated vision of Mathematics.
d) Facilitating the significant introduction of a new concept.
e) The highlighting of the inductive and deductive processes rigorously.
f) From the sample of the utility of mathematics in life.
g) The development of strategies for becoming a "good citizen".

With the subsequent presentation of several examples of modeling for different levels of
education, each illustrative of different levels of complexity that may arise in the process of
mathematization, it becomes explicit theoretical framework underlying globally each steps taken, the
approaches or results. Consequently, if we get our students try from mathematical modeling, we
would get a greater tendency and encouragement to the understanding of the concepts and methods,
thus allowing a more comprehensive overview of mathematics.

Therefore, in today's society must endow the paper facing problem solving, estimation,
decision making, ..., ultimately face a mathematization of the culture.

Numerical Black Holes

The field of Physics, Mathematics some repetitive processes give rise to results that do not
vary in successive iterations. This allows to present such processes as effects of pseudo-mentalism
with numbers. Just as a black hole is a body with gravity so strong that nothing can escape it, not
even light, there are numbers that attract others to perform certain operations.

Fig.1. Black Holes

A black hole: the number 123

The President Club Football, Recreativo de Huelva, is concerned about the low influx of public to
the football field, "Nuevo Colombino", after the last path consecutive losing games. He has
designed a strategy to convince people to go to the field.
He will give away half the revenue of the football match to one of the fans attending the soccer
field.
The lottery system is as follows:
* Each person, when you enter the stadium, choose a number between 0 and 9 (inclusive),
with which it will form a number.
* Thus, if the first spectator entering the stadium chooses 1, the following 4,
14389561112345……….the following 3, ... go forming number:
This number will have as many digits as spectators in the stadium.
Once you have entered all the fans, and we already have the full number, proceed as follows:
Will form a new number whose first digits shall be the amount of even numbers containing our
numbers, the following digits shall be the amount of odd numbers containing the number, and finally
add the total number of digits (odd + even).
For example

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 “Quaderni di Ricerca in Didattica (Mathematics)”, n. 25, Supplemento n.2, 2015
G.R.I.M. (Departimento di Matematica e Informatica, University of Palermo, Italy)

1) Write any number of the number of digits that is, 1324567347769568320184.

2) We count the even numbers, odd and total numbers and with these 3 issues another form: this case
has 11 even numbers, 11 odd numbers and 22 numbers in total. The new number is 111122.
3) We again the even numbers an odd numbers and for this number, obtaining: 246.
4) Above and obtain: 303
5) And so we go.
The award is to give half of the proceeds to the person whose seat number matches the number resulting
from this process. (“Nuevo Colombino” all seats of 1 to 22.670).
With this course of action the President got a few weeks to return to the stadium filled. Fans were delighted
with the opportunity to take home a great prize. But gradually the audience started to decrease again.
What do you think is the reason?
It seems that fans will only return when the team “Recreativo de Huelva” regain your fitness level a
few years ago. Because it is clear that the financial incentive was not enough to regain the level of
attendance at the Nuevo Colombino. Especially when it has released the list of the winners for the
draw, and it is that all prizes have so far been delivered to the same spectator: THE PRESIDENT OF
THE RECREATIVO DE HUELVA
How is this possible?
Consider what once filled the stadium happens.
We have a number of 22.670 digits corresponding to all partners that have come:
71828182845904523536028747135266249775724709369995957496696762772407663035354759
45713821785251664274274663919320030599218174135966290435729003342952605956307381
32328627943490763233829880753195251019011573834187930702154089149934884167509244
76146066808226480016847741185374234544243710753907774499206955170276183860626133
13845830007520449338265602976067371132007093287091274437470472306969772093101416
92836819025515108657463772111252389784425056953696770785449969967946864454905987
9316368892300987931277361782154249992………….
There are various possibilities, which can be
a) That all people have chosen an odd number: 02267022670.
b) That there are less people who choose odd numbers, for example: 13258941222670.
c) That there are less people who choose even numbers, for example: 85731409722670.
d) That the odd and even numbers are the same or very similar: 113351133522670.
e) That everybody has chosen a even number: 22670022670.

So we see that the number that we get after the first process will take between 11 and 15 digits. In
the case that this number has the greatest number of figures, that is, 15 figures, and following the
same reasoning, after the second process will get a total of 4 or 5 digits: 01515, 11415, 21315, ...,
7815, ..., 15015
Suppose the case that has the greatest possible number of digits, in this case, 5. We apply again the
procedure and the possible results will now be 3 digits: 055, 145, 235, 325, 415, 505.
After several iterations, you will reach a 3 digit that can only be 303 (3 numbers are even), 213 (2
are even and 1 odd), 123 (1 is even and 2 odd) or 033 (3 digits are odd). In these 4 cases to redo the
calculation is inevitably get the 123.
¡That curiously coincides with the number of seats of the President of Club Recreativo de Huelva!

Number 6174: another black hole?

The number 6174 is known as the constant Kaprekar in honor of its discoverer the Indian
mathematician Kaprekar. Dattatreya Ramachandra Kaprekar (1905- 1986) was born in Dahanu, near
Bombay.

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 “Quaderni di Ricerca in Didattica (Mathematics)”, n. 25, Supplemento n.2, 2015
G.R.I.M. (Departimento di Matematica e Informatica, University of Palermo, Italy)

Fig.2. Dattatreya Ramachandra Kaprekar

He became interested in the numbers remain very small. From 1930 until his retirement in 1962, he
worked as a school teacher in Devlali, India. Kaprekar discovered many interesting properties in
recreational number theory.
Let us consider the number 6174, ordain their digits with them to build as many as possible. Then we
ordered to build the fewest possible and make the difference. We get this:
7641-1467 = 6174, which is the number you started.
b) Consider another number, for example 4959.
Step 1
9954-4599 = 5355
So far there seems to be nothing interesting happened.
Step 2
Do the same with the difference 5355
5553-3555 = 1998.
Nothing special
Step 3
We continue with 1998.
9981-1899 = 8082
Step 4
8820-0288 = 8532
Step 5
8532-2358 = 6174.
Again the happy number!
As we move into the resolution may arise questions like the following:
1. Always we arrived at this number?
2. If this ever occurs what is the maximum number of steps required to get the number 6174?
Very important question: Is 6174 the only number with this property?
Not, but look at what occurs with other numbers of different length mystery that sheds more light to
the subject.
a) If testing with two-digit numbers never reaches a fixed number, but a cyclical loop type 09, 81, 63,
27, 45, 09
b) With three digits to reach 495
c) For four digit number it is the mysterious 6174
d) For five digits, no fixed number, but three cycles (also of different lengths)
e) For six digits, you can be reached at 549945, to 631764 or a seven numbers

Mathematics and lacing

Just like physics or chemistry, the truth is that math is everywhere in our daily life and there are
many ways to lose them fear. There are many math behind the universal mounting system for shoes.

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 “Quaderni di Ricerca in Didattica (Mathematics)”, n. 25, Supplemento n.2, 2015
G.R.I.M. (Departimento di Matematica e Informatica, University of Palermo, Italy)

Fig.3. Shoes
It is a cord passing through a series of holes in various combinations. How many are there? And
how are they calculated? Is not this maths?
In a medium shoe with six pairs of loops there are almost two billion different ways of passing a
string through all of the eyelets. Of course, in practice, when tying a shoe, not all such combinations
are practical and comfortable!

Criss Cross Lacing Gap Lacing Straight European Lacing

Shoe Shop Lacing Spider Web Lacing Bow Tie Lacing

Fig.4. Different Types of Lacing
Question we can ask:
a) Esthetics showing different styles (Optical buyer)?
b) More relevant would be that kind of lacing cords requires shorter and therefore cheaper
(Manufacturer?.
c) What lacing pattern among all possible, it requires shorter cords?

Idealization of the problem

We idealize the problem and we contribute some mathematical concepts creates a model of the
situation.
Let´s focus on the length of the cord to the two eyelets at the top. The amount of extra cord is
required basically to the effective knot, and since it is the same for all methods, we can ignore it.
Based on an approach to rough, the cord length can be calculated in terms of the three parameters of
the problem:
The number "n": pairs of eyelets.
The distance "d : between successive eyelets.
The space "r": between the left and right corresponding eyelets.

With the aid of the Pythagorean Theorem (What would have thought of this particular application)
we have the length of the cord:

1. Criss Cross Lacing

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 “Quaderni di Ricerca in Didattica (Mathematics)”, n. 25, Supplemento n.2, 2015
G.R.I.M. (Departimento di Matematica e Informatica, University of Palermo, Italy)

2. Shoe Shop Lacing

We can ask what lengths is smaller.

To simplify, for example: If n = 8, d = 1 r = 2:
a) For Criss Cross Lacing

b) For Shoe Shop Lacing

Conclusion: It is noted that the shorter length is provided by what American style lacing.
But, can we be sure that this will always be so or otherwise, is possible that the result depends on
the values of "n", "d" and "r"?
Only a mathematician would worry about the different cases that appear giving values other
than "n", "d" and "r!

Fibonacci stairs

A special case study: how many ways we can up the stairs?

a) Stair with 1 step

Fig.5. Stair (1)

1 One way to up
b) Stair with 2 step

Fig.6. Stair (2)

2 way to up: steps directly, One on One
c) Stair with 3 step

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 “Quaderni di Ricerca in Didattica (Mathematics)”, n. 25, Supplemento n.2, 2015
G.R.I.M. (Departimento di Matematica e Informatica, University of Palermo, Italy)

Fig.7. Stair (3)

3 Ways: One by one, Two steps and then one, A step and then two.
d) Stairs with 4 step

Fig.8. Stair (4)

5 Ways: One by one, Two by two, One-one-two, Two-one-one, One-two-one
e) Stairs with 5 step

Fig. 9. Stair (5)

8 ways: decided to go up the first step, and we know that there are 5 ways to up 4 steps. Decided to
go up two steps, and we know that to go up the remaining three are 3 ways to up. Therefore, in total
will be: 5 + 3 = 8 ways
Question.
We can ask: How many different ways can we climb a ladder out of 6, 10, 20, 30, 40, 50 steps?
For a stairs with 6 Steps will be: 8 + 5 = 13
For a stairs with 7: 13 + 8 = 21
With this procedure the following table is obtained:

Stairs 1 2 3 4 5 6 7 8 9 10 11
Ways 1 2 3 5 8 13 21 34 55 89 144
Table1. Fibonacci Stair

This table produces, the called Fibonacci serie:

1,1,2,3,5,8,13,21,34,55,89,144,233.....where the general term for a stair of n-steps the different ways
to upload is expressed recurrently:
fn= fn-1 + fn-2
Where

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 “Quaderni di Ricerca in Didattica (Mathematics)”, n. 25, Supplemento n.2, 2015
G.R.I.M. (Departimento di Matematica e Informatica, University of Palermo, Italy)

This sequence was described in Europe by Leonardo of Pisa, the thirteenth century Italian
mathematician also known as Fibonacci. It has numerous applications in computer science,
mathematics and game theory. Also appears in the rabbit, biological settings, such as in the branches
of trees, arrangement of leaves on a stem, inflorescences of broccoli romanescu in the flora of the
artichoke.

Fig. 10. Fibonacci serie

CONCLUSION

This work presented aims to show, based on the experience in investigations, problematized and
modeled the mathematics teaching allows us to realize: "... in principle, there is a modeling process
behind all mathematical model. This means that someone implicitly or explicitly has come a process
of establishing a relationship between a mathematical idea and a real situation. In other words, in
order to create and use a mathematical model it is necessary, in principle, go all the way to a
process of modeling ... ". (Morten Blomhøj, 2004). We have found in different levels of education
in several primary schools, secondary and university that: "... make a" small or large
mathematization "represents the core part in the teaching/learning of mathematics ... model."
a) Modeling with mathematics is reaching out to our everyday acts we perform in the surrounding
environment. Thus also we matematization culture through school, institutional actions, ...
ultimately social.
b) The use of a problematized and modeled attitude of today's society, using ICTs to support, makes
much stronger individual, when faced with problem solving, and consequently more dynamic and
secure.

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