Walking into class last Tuesday I was very interested on what we were going to be talking about that day in class. I had previously checked the google document before class to see what we would be doing, and was very curious as to why the picture of the bagel with the jelly in it was important.
As a Subway employee, I feel confident in saying what is and is not considered a sandwich. I was relieved that the whole class agreed that a pizza was not a sandwich. I really think that I would have gotten really worked up if someone thought it was.
As a table, we agreed pretty quickly with what we considered to be a sandwich, so that was a relief. But as each group started to be put up their ideas on the board, I started to think more deeply to what would be a sandwich, specifically with the quesadilla. Yes, a quesadilla is a food with two sides of bread substance and filling in the middle, but is that considered a sandwich? I still am not sure at this point, part of me believes that it is according to my definition, but another part of says that there is no way that I could ever go into a restaurant, look at their sandwich menu and see that is quesadilla is listed below. And I also started to question, if a pastry or danish was considered a sandwich. Yes, both of these match the definition that me and my group created, but personally in my mind I consider them to be a dessert food, and I think that all sandwiches should be a "lunch" food.
Through our discussion in class, I also noticed that a lot of people were altering their definitions or changing their minds to what they thought was considered a sandwich in the start of the class. I believe that this relates to math in many ways. People often think of one way to do math in the start of a problem or issue, but then as they work through it they notice that there is a different way of approaching the problem. This even happens in our everyday life. Math is everywhere.
I think that the math point of this topic, is to think about how different ideas can fit into different or multiple categories. For example, in one of my SBAR's I included a Venn Diagram about how different 3D shapes can fit into multiple categories or none at all, and I believe that this is what that activity was proposed to show. This is a fun example of showing students how different and similar some math concepts can be all in one instance.
I feel with you working at Subway, you would have greater knowledge of what is or isn't a sandwich. I also think that quesadillas would be sandwiches with the "filling in between 2 slices of a bread substance", but if I worked at a restaurant, I would not put them under the sandwich category. I enjoyed last Tuesday in class when we talked about sandwiches. We were talking about math in a very unconventional way, but we were still applying problem solving when we thought of a definition, re-worked it, and classified each different food whether it was a sandwich or not.
ReplyDeleteI like the idea of mathematical collaboration and how it is applicable to almost all of life's situations. The way the class can collaborate and question rules regarding even the simplest question "What is a sandwich?", it's a great way for us to develop a sense of rules that can be applied to math class.
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ReplyDeleteI really like how you expanded on the discussion that we had in class!! Good work! :)
ReplyDeleteThis needs more content to be complete, but what you have is a good start. Two issues could be addressed to flesh it out. 1) what is a definition that matches your experience. 2) What was the math point of this?
ReplyDeleteC's: 3/5
I like that you expanded on our definition from class, but I wonder where you would place quesadillas on a menu if they aren't sandwiches?
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