# Maths, Supply Chains and Logistics

In a recent workshop we explored maths and the links it has with supply chains and logistics. This is something that I had next to no prior knowledge about however I left the lecture feeling very informed on the topic.

A supply chain is the processes involved in the production or distribution of a product. Many companies use maths all the time in the process of supply chains. Particular examples we touched on in the workshop was the use of maths when shipping products. We discussed certain products in particular and the best way we think would be to transport them from place to place. It was this discussion that made me think just how many principles of mathematics are involved in processes like this. There are so many things to be taken into consideration such as the mass of the products, the shape, how many need to be transported and many other factors. Problem solving will also likely be involved since it is unlikely that the first method of which a product was transported was the best and most appropriate method that could have been used.

In the workshop we were given the opportunity to try out some demand planning. Demand planning is the process used to “forecast” customer behaviour and demand and helps an organisation know how much of, and what they need to order to enable them to meet customer wants and needs.

We were given templates in which we had to decide which things we thought we would need to order at certain times of year, we had to take into account what customers would want at the time of year given to ensure that we made a profit. By the end of the activity we had made a profit however many others in the group seemed to have made much more money than we did. Why? Because many people had the idea of bulk buying a product such as baked beans which are sure to sell all year round and do not go out of date quickly, this meant that any products they did have left over could be carried over onto the next time period and eventually all of the beans were gone!
This shows that companies use maths to keep them in business, they do the maths to ensure that they have the correct amount of the correct products in order to make a profit and keep the company alive.

I feel like this kind of activity would be excellent for a middle/upper stages class. This would give them the opportunity to feel responsible for their own little business while performing some basic principles of mathematics. I feel as though the children would really enjoy an activity of this type and again, it would be a way of engaging children who perhaps aren’t so confident with maths as a subject however may find it more accessible in a fun way like the above and working as part of a group.

# Maths and Sport

Maths and Sport have very strong links, most of which I had no idea even existed until our input on the subject and further research afterwards.

One very obvious link between the two is the use of different scoring systems in various sports. Some scoring systems are quite simple such as the one used in football- each goal scored by a team is counted as one and at the end of the game the team with the highest number of goals win the game. Other scoring systems such as the one used in tennis is a little more complex, in a game of tennis the scoring system usually consists of points, games and sets. All three link as you have to accumulate points to win games and accumulate games to win sets. Although slightly more complex maths is used in the scoring system for tennis than in games like football, maths is always at the heart of sports and is vital to ensure that the running of games is efficient.

John Barrow, a professor of mathematical sciences researches many different ways in which maths and sport are related and links these to particular formulas and even has mathematical theories in which it can be determined which events are the easiest to score in when participating in a decathlon.

The video below explains some of the links between sport and mathematics, examples being fluid dynamics being used to tailor and design swimsuits and a maths model being made to determine whether there is actually a limit to how much an athlete can push themselves. The main point that I have taken from this particular video is just how much mathematics is involved in the design and manufacture of sporting venues. Routes and structures are carefully analysed by mathematicians to ensure that the building/stadium etc can withstand its purpose, maths is also used to ensure that the structure can withstand various weather conditions including rain, wind and snow. Maths is used not only to predict what the needs are for the building, but also to predict the behaviour of the people who will be inside the building to ensure not only that the structure is appropriately designed for purpose but also that it is safe.

In our maths and sport input, we decided to look at the rules and the sport of taekwondo and how maths comes into the sport and how we can adapt the sport in relation to the maths involved. In taekwondo a game consists of three 2 minute rounds with a break of 1 minute between each round and the contest area is a 10m square mat. Like most sports, the game can be won by scoring the most points. The scoring system in taekwondo is fairly simple and does not involve complex mathematics- one point is scored for a strike to the body and two points are scored for a kick in the head. Another mathematical link to the sport is the weight divisions in use. By dividing people into categories depending on weight this allows the competition to work more fairly and allow competitors to have an equal chance at victory.

We, as a group decided to take the maths involved in taekwondo and adapt it to create our own version of the sport. We decided firstly to focus on the actual design of the ring the sport is played in, we suggested decreasing the size of the ring after every round- this means that the competitors will have less space and so the competition would gradually become more difficult at the beginning of each new round. We also decided that we would introduce a height division as well as the weight division that is already in place. This would again, ensure a fairer fight if the competitors were more mathematically matched in terms of their height as well as their weight.

Now that I am much more aware of the links between maths and sport I will now take my knowledge forward and hope to share this knowledge with the children I will teach in the future, in this way those who perhaps feel like maths isn’t a subject for them may find alternative ways to engage with the subject through other subject areas which may be of more interest to them.

References

Barrow, J. (2013) Decathlon: The Art of Scoring Points– Available at: https://sport.maths.org/content/decathlon-art-scoring-points-0 (Accessed 27th November 2017)

Holme, R. (2017) “Maths of Sport” [powerpoint presentation] ED21006:Discovering Mathematics (Accessed 27th November 2017)

# Maths and Music

Music is something that I have always had a strong interest in and I studied the subject throughout my time at high school. Little did I know just how many links there were between music and maths. I was always very aware of the simple mathematical concepts that were involved in music such as determining how many beats were in a bar or the different note values. However, after the maths and music input and further research into the topic I am now much more aware that there are many more links between the two subjects than meets the eye.

There are many basic links between maths and music, these links include: pitch, beats in a bar, note values, chords, intervals and sequences and patterns.

Wiggins (2012) states that pitch is something that can be related directly with mathematics as we can measure pitch. A musical skill such as tuning a piano makes use of mathematical concepts.

Also, by having an understanding of maths principles, it is then easier to have a more theoretical understanding of music and musical concepts. An example of this is the formation of chords. There are 13 notes in an octave, a scale, however, is formed of 8 notes and the 5th and 3rd notes in this scale form a basic ‘root’ chord. By understanding the intervals between notes and the numbering of the notes, this would allow a musician to be able to form the root chord of any note asked of them without really having to think about it.

Below is a video of a prime example of mathematics being used by extremely famous composer Beethoven, who was actually partly deaf and used his mathematical knowledge to create music that was so widely popular with listeners.

Besides mathematical and musical concepts being very closely linked, I was also interested in further reading about if the connection between maths ability and musical ability has actually been proven or if it is, in fact, just a myth.

In the article The Enduring Myth of Music and Maths (The Independent, 2011) it is stated that there is no evidence to back up the supposed “Mozart Effect” in that a group of children who have been exposed to music by Mozart are said to be more intelligent in subject areas like maths than children from a control group.

From my research I have found that there are in fact many links between music and maths that I did not know existed however there does not seem to be much evidence to prove that abilities in the two areas are linked. You do not necessarily have to be mathematically talented in order to acquire musical skills and knowledge.

I will take forward my knowledge of the links between the subject and hope to share them with those I teach in the future as music has always been a subject I have been passionate about but I never quite realised just how much of my mathematical knowledge I put to use throughout my studies of music. I feel that this may be a good way to help pupils who suffer from maths anxiety to put maths to use without actually realising it and hopefully improve their confidence along the way.

References:

Gowers, T. (2011) “The Enduring Myth of Music and Maths”, The Guardian, 5th July, no page given.

Sangster, P. (2017) “Music and Maths” [powerpoint presentation] ED21006:Discovering Mathematics (Accessed 17th November 2017)

Following our recent input with Eddie on the links between maths, play and stories, I decided that this was an area I would like to research further into as I never quite realised just how much of the mathematical knowledge that our young children first acquire is through play based learning.

Maths and Play

One of the main points I learned through the input is just how many key mathematical concepts children can develop through play, whether it be time, size, shape, colour or number, children are constantly developing their knowledge and skills in these areas through the mode of learning which they are introduced to very early in their life- play.

Allowing children to learn through play based activities is extremely important as this is a fantastic learning environment in which children feel relaxed and comfortable enough to experiment, explore and make vital links within their learning. A play based environment also provides a meaningful context for the children therefore they may be more encouraged to think more creatively about the concepts they are exploring.

Friedrich Froebel viewed that parental involvement is vital for effective learning through play. He also viewed that the environment in which the children were playing in had to be appropriate in order to encourage the child to grow and develop in the best possible manner.
Susan Isaacs also valued the involvement of parents in the early education of their children. Isaacs also believed that learning through fantasy play was beneficial for young children as children can move in and out of reality and express their thoughts and feelings.

But how is maths related to play? I had no idea that such a wide number of mathematical concepts were explored through play yet they seem so obvious after they have been highlighted.

During quality play children are:

• making decisions
• imagining
• reasoning
• predicting
• planning
• experimenting with strategies
• recording
(Lewis, cited in Pound, 1999)All of these concepts listed above are key mathematical skills in which children begin to develop even before they start their school life. It is vital that children are provided with a  play rich environment in which they can freely explore and develop these skills.

In terms of adult involvement in play, Tucker, 2014 states that if mathematical development is to be fully supported though play then there must be a degree of adult involvement. In order for it to be fully effective then there must be a mixture of child-initiated and adult-supported play.

“While practitioner-led activity can ensure the systematic teaching of skills, child initiated learning, without adult control and dominance, can enable children to become self-regulated learners.”         (Tucker,2014)

Maths and Stories

Many stories can also help develop mathematical concepts in young children. There are a wide range of books which can be used to introduce and discuss mathematical language or help develop skills such as counting, number formation, ordering, addition and subtraction.

In my opinion, stories are a great way to introduce maths to children. Stories create a relaxed atmosphere for learning in which children feel a sense of enjoyment and feel at ease and comfortable. By learning maths through story we are also developing literacy skills at the same time.

Below is an example of a story that can be used to teach young children a few different mathematical concepts.

This story in particular allows opportunity to explore many maths principles with young children. The first concept being when the characters do not know how to count but are trying to find out who has the most marbles, this could then be an opportunity to question the child or children and ask them how they think they could find out who had the most marbles.

The next opportunity for discussion in the story would then be when the characters want to know who caught the most fish. Many questions could be raised here such as “Would the same solution work again?” “Why wouldn’t it work?” then more discussion could be had about the varying sizes of the fish.

Finally, graphing is introduced as the solution to find out who had the most fish.

I thought this story in particular was a fantastic example of how story can be linked to mathematical teaching due to the variety of concepts introduced in such a short story.

Overall, through both this input and my own research I can now say I am fully aware of just how much play and story can come into use when teaching maths and it is something I will definitely value and make good use of in future practice!

References:

How stories develop maths(no date) Available at:http://www.teachingyourchild.org.uk/maths-stories.htm#How_stories_develop_maths_ (Accessed 19th October 2017)

Tucker, K. (2014) Mathematics through play in the early years 3rd edn. London:SAGE publications ltd.

Valentine, E. (2017) “Maths, Play and Stories”[powerpoint presentation] ED21006:Discovering Mathematics (Accessed 19th October 2017)