Throughout film history, many top charted movies are surrounded by mathematical equations and themes. For instance, Hidden Figures is based upon a true story of a female mathematician breaking the glass ceiling in NASA. Katherine Johnson, played by Taraji P. Henson, tells the story of the Space Race during the Cold War and the United States fight to be first in space. What is so interesting about the character and the story is that Katherine Johnson is a black woman in the midst of the civil rights battle in America. This film creates discussions about the international fight for black women across the globe. Even though the movie has a powerful message, there is an underlying message about the equality of math throughout the movie. From the ancient method used to prove the numbers to the message of equality and hope, Hidden Figures is a film that will never be forgotten to any mathematician. …show more content…
From the philosophers from Greece, many concepts in math have not changed over the centuries following. How the writers and directors used this unique subject in the movie Hidden Figures is a symbol for hope and equality for the characters and real life subjects involved in the historical event. The space race was, arguably, one of the greatest achievements of man, and when lives were at stake, there was no room for any discrimination when Katherine Johnson was “objectively better with those numbers than anyone else [that was] around” (Garber, 2017). In the pivotal scene where Johnson was allowed in a military briefing, mathematics trumped all prejudice over her gender and color of her skin. This goes to prove that math in the workplace and the world holds no judgements based upon your
Math is everywhere when most people first think of math or the word “Algebra,” they don’t get too excited. Many people say “Math sucks” or , “When are we ever going to use it in our lives.” The fact is math will be used in our lives quite frequently. For example, if we go watch a softball game all it is, is one giant math problem. Softball math can be used in many
During the semester, race is a big part of the lectures. In class, we talk about how race is distinguishing physical characteristics used to place people in different racial categories (Jensen). The biggest concern with race is racial inequality. Racial inequality is the inadequate or unfair treatment of minorities in areas like income, education, employment, health, the criminal justice system, and media. The article written by Rebecca Keegan from the Los Angeles Times newspaper discusses the inequality of race in media specifically movies. This article relates to the unfairness in films because minorities are poorly portrayed in the majority of films. More often than not, minorities are the “bad guys” in films. They are caught up in criminal activity and live in poorer neighborhoods than the majority. The article gives numerous statistics proving and exploiting that there is indeed racial inequality depicted in films. Also the Keegan touches on how minorities are underrepresented in films in the way that they usually do not have as many speaking lines compared to the white actor/actress.
For many years, African Americans have faced the challenge of being accurately and positively portrayed within mainstream media, such as American made films. They are often represented as people who are inferior to those of the Caucasian race, and are frequently presented with problems that are related to racial discrimination. The portrayal of African Americans in media such as movies has often been considered a large contributing factor to the racial tensions that still exist in our world today (Lemons, 1977). The movie, To Kill a Mockingbird, sheds light on the portrayal of African Americans in movies, and how stereotypes can greatly impact the lives of those who are not of the Caucasian race.
In the movie Hidden Figures they used many Standards of Math Practices. In the movie there are three colored women that work as computers at NASA. The names of the women are Katherine Goble Johnson, Dorothy Vaughn, and Mary Jackson. These women jobs show some examples of Standards of Math Practices.
In the movie “Hidden Figures” They focused on three African American women who are the most hidden mathematicians. Dorothy worked on the East Computers to write a textbook on algebraic methods for the mechanical calculating machines. Mary defended her analysis against John Becker. Katherine described the orbital trajectory of John Glenn’s flight. It determined to prove their existence and talent in a way. They will never again be lost to history. These womens made discoveries still fundamental to astronomies today.
Lasenby, Joan. “Maths Goes to the Movies.” Maths Goes to the Movies, Plus Magazine, 1 Mar. 2007,
Chapter Fourteen, Algebraic Thinking, Equations, and Functions, begins with defining the big ideas of algebraic and functional thinking. Each big idea is taught by combining objects and mathematical situations and the connection between the two. Algebraic and Functional thinking are taught as early as Kindergarten, where the teacher connects the mathematical situations to real world problems. Algebra is a broad concept; however, if we look at the number system, patterns, and the mathematical model we can make it explicit and connect it to arithmetic. This chapter highlights three major ways to incorporate arithmetic and algebra in the classroom: number combinations, place-value relationships, and algorithms. In each category, there are subcategories that feature properties. It continues to spotlight how to understand, apply, and use the properties presented. Furthermore, the chapter discussed the variety of patterns and functions. Student who make observations are able to understand patterns. Repeating and Growing patterns are the types of patterns seen in a classroom during mathematics. In addition, within these patterns you’ll see are recursive patterns,
This movie changed the way I viewed movies because it was a fantastic movie, that showed racial tension. So whenever I watch movies, I look for things like racism, classism, and sexism, this movie has helped me find these things in movies. I can use film theory and criticism to find and interpret meaning in movies because with criticism the movie is not being evaluated based off the critic's opinion of the movie, instead it is being evaluated based on the content, and when someone evaluates the content they have to provide explanation of why exactly the movie is great or not. One of the main ways of determining if a movie good or not is the overall message of the movie, or the meaning of the movie. Film Theory can be used to can interpret meaning in movies because it provides framework for understanding film and how it relates to the other arts and life, so I can analyze the framework and connect it back to all arts and life, to find a meaning. This course has changed my understanding of how movies are related to society because I have learned that almost everything is based of the film theory, which is connecting film back to the arts and real life, both of these have a major influence on film. I have learned some very important skills such as
Math gives further understanding to Titanic in numerous ways . For example, understanding the nationalities aboard,
Artists use math coincidently, their proportions, negative space, ect, as mathematicians create art through mathematical patterns, algorithms, matrices, ect. Plato’s Allegory of the Cave theory , sets the perfect example of a multi-dimensional perception. The third dimension, the one which society is on, is viewing all that is around us as an imitation of an imitation, perceiving all as a shadow of the real. Where as in the fourth dimension, the sense of Forms is but an illusion, for giving a Form a name doesn’t objectify the Form as its name; one may perceive a shadow of an object they familiarize with and deceive themselves from seeing the real, their misconceive the real as we are prisoners in the third dimension.
Number sense is one of the most important predictors of later mathematical skill (Jo Van Hoof et al., 2017; Geary, Bailey, & Hoard, 2009; Jordan, Glutting, Ramineni, & Watkins, 2010; Mazzocco, Feigenson, & Halberda, 2011). It is used as an umbrella term that includes several different abilities. The term “number sense” not only includes the ability to subitize and count but to compare and estimate quantities, to use derived fact strategy, to link abstract number knowledge with real world quantities, and to switch between different numerical formats based on context and purpose (Berch, 2005; Gersten, Jordan, & Flojo, 2005; Jordan et al., 2007). For example, a study conducted by Dowker (1998) exemplified the different components of number sense
Mathematics is the beauty that lies not in the eye of the beholder. It is a beauty that can be appreciated by everyone. The mother of all sciences is Mathematics. The power of Mathematics is that it is the singular means by which we can discover objective truth.
Stinson, D. W. (2004). Mathematics as “gate-keeper” (?): Three theoretical perspectives that aim toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8-18. Retrieved from http://files.eric.ed.gov/fulltext/EJ848490.pdf
Mathematics starts with counting. It is not reasonable, however, to suggest that early counting was mathematics. Only when some record of the counting was kept and, therefore, some representation of numbers occurred can mathematics be said to have started. In Babylonia mathematics developed from 2000 BC. Earlier a place value notation number system had evolved over a lengthy period with a number base of 60. It allowed arbitrarily large numbers and fractions to be represented and so proved to be the foundation of more high powered mathematical development. Number problems such as that of the Pythagorean triples (a,b,c) with a2+b2 = c2 were studied from at least 1700 BC. Systems of linear equations were studied in the context of solving number problems. Quadratic equations were also studied and these examples led to a type of numerical algebra. Geometric problems relating to similar figures, area and volume were also studied and values obtained for p.The Babylonian basis of mathematics was inherited by the Greeks and independent development by the Greeks began from around 450 BC. Zeno of Elea's paradoxes led to the atomic theory of Democritus. A more precise formulation of concepts led to the realisation that the rational numbers did not suffice to measure all lengths. A geometric formulation of irrational numbers arose. Studies of area led to a form of integration. The theory of conic sections show a high point in pure mathematical study by Apollonius. Further mathematical discoveries were driven by the astronomy, for example the study of trigonometry. The major Greek progress in mathematics was from 300 BC to 200 AD. After this time progress continued in Islamic countries. Mathematics flourished in particular in Iran, Syria and India. This work did not match the progress made by the Greeks but in addition to the Islamic progress, it did preserve Greek mathematics. From about the 11th Century Adelard of Bath, then later Fibonacci, brought this Islamic mathematics and its knowledge of Greek mathematics back into Europe. Major progress in mathematics in Europe began again at the beginning of the 16th Century with Pacioli, then Cardan, Tartaglia and Ferrari with the algebraic solution of cubic and quartic equations. Copernicus and Galileo revolutionised the applications of mathematics to the study of the universe. The progress in algebra had a major psychologic...
...re encompassing way, it becomes very clear that everything that we do or encounter in life can be in some way associated with math. Whether it be writing a paper, debating a controversial topic, playing Temple Run, buying Christmas presents, checking final grades on PeopleSoft, packing to go home, or cutting paper snowflakes to decorate the house, many of our daily activities encompass math. What has surprised me the most is that I do not feel that I have been seeking out these relationships between math and other areas of my life, rather the connections just seem more visible to me now that I have a greater appreciation and understanding for the subject. Math is necessary. Math is powerful. Math is important. Math is influential. Math is surprising. Math is found in unexpected places. Math is found in my worldview. Math is everywhere. Math is Beautiful.