Do you think it is far-fetched to design applications in United States classrooms, using mathematics and sports? Science, physics and chemistry can also be blended with sports for an interdisciplinary learning experience for students at all levels.
My article on "The Nitty-Gritty of the NFL Football" and an article in the Official Pro Football Hall of Fame Yearbook (2007) discuss the characteristics and "Evolution of the Football." On pages 100-104 in the Pro Football Hall of Fame magazine, you learn that the football is not a pigskin. You see images of the early football in 1894, the Duke Football, and the White Football in 1956.
Once more, you read:
"On January 1, 2006, New England Patriots backup quarterback Doug Flutie converted the NFL's first successful dropkick since 1941. He converted an extra point in the fourth quarter of the season-ending game against the Miami Dolphins.
"Prior to Flutie's kick, the league's last successful dropkick was on December 21, 1941--two weeks after the bombing of Pearl Harbor--when Ray "Scooter" McLean drop-kicked an extra point as the Chicago Bears beat the New York Giants, 37-9, in the NFL championship game."
Why is the above quote so important? Here is the answer:
"Changes to the football made the art of drop-kicking significantly more difficult due to the more erratic bounce (physics) of a tapered ball.
"The upward bounce of the older, rounder version of the ball was much more predictable (physics and mathematics)."
The NFL archives enlighten the 2009 fans, telling us that in 1899 the Official Football Rules Book contained a definition to include the descriptive shape.
The 1899 Rules Book says that "the football used shall be of leather, enclosing an inflated rubber bladder. The ball shall have the shape of a prolate spheroid."
Prolate spheroid? You mean to say that the football officials knew the mathematics term, prolate spheroid! Yes, and it could mean that the students in 1899 may have known and loved mathematics more than the students in 2009.
Well, it's clear to me that there is so much knowledge embedded in the world of sports that we must be like "gold diggers." We should, perhaps, chisel through the surface and get to the deeper things that need to be revealed in the world of sports.
Why? We need to motivate our students to the highest level of excellence, again, so as to maintain our position and rank in an international setting.
In January 2009 at the Joint Mathematics Meeting, in Washington, D.C., there were several sessions, conducted by mathematicians, disseminating information on sports and mathematics. One session was led by Howard Penn of the United States Naval Academy.
The topic I prepared for presentation in the 2009 Washington, D. C. meeting was titled, "New Ways of Assessing NFL Players." The inspiration came from the observation that many NFL players who made outstanding contributions to the sport, have been misrepresented by statistics which lacked the dimensionality to describe their intensity and integrity as sportsmen.
Data was collected from public databases. Mathematical modeling was used to compare players, and interesting results were evident. I tagged a term "sport's prodigy" because some guys were able to set records in a much shorter time frame than others.
The argument could go like this: Just as we marvel over the 13 year-old B/R writers who publish such powerful and outstanding work at such a young age, there are NFL players who performed on the playing field, doing marvelous feats, yet their career was not long.
Bleacher Report encourages us to give credit where credit is due. As a sports writing site, we, then, must give credit to the players when credit is due.
It's the 21st century. We need not rant and rave about who is the better player. We must, I believe, use more sophisticated analysis and assessment strategies to measure and identify impact in the games, and in the entire sports industry.
Not only have I and other B/R sportswriters been perceived as underrated, there are many sportsmen of my generation who have been both underrated, and I might add, berated.
They have been berated by faulty reasoning, and incomplete analysis with gaps in understanding.
In some cases, too little emphasis has been placed on athletic performance, and too much on personal challenges which are intimately connected with, in my opinion, the culture of the sports and entertainment industry.
There have been growth and "forgiveness" in the media recorded images of the lives of some great sportsmen. For example, Kobe Bryant and Majic Johnson have been able to move forward in their lives, although human error put pimples on their careers in the past.
So how do we use these ideas in the classroom?
We teach cognitive, affective and psycho-motor skills. The content for the cognitive lessons can be draw from sports databases.
The biographical sketches of the stars who achieved, stumbled in some social or legal way, and then are in recovery and redemptive stages, can be used to educate in the affective domain.
Finally, the archival records demonstrating superior athletic skills, feats of endurance, courage and compassion, can be used to teach in the psycho-motor domain.
In early October 2009, another conference, sponsored by the U. S. Department of Education will convene in Washington, D. C. I will be there representing the National Association of Mathematicians, and my good experiences of learning more about sports through my interactions with the Bleacher Report (B/R) will be shared with some of my colleagues.
Many of the articles on B/R are loaded with wisdom, knowledge and analysis in each of the cognitive, affective and psycho-motor domains. The concepts in these domains are taught in curriculum and instruction.
Once we eradicate the "warts" on our complexion, we will display a beautiful image of the creative uses of the Bleacher Report.
B/R is an excellent outlet to demonstrate that sports can entertain, educate and even elevate academic achievement in America, if we collaborate and put our best foot forward.
One of the amenities of our mission is to share the concept:
Sports can help entertain, educate, and elevate academic achievement in America, and in the international community.
Finally, one good way to get started on this mission is to visit the Pro Football Hall of Fame website or contact Mr. Jerry Csaki, the education director of the Pro Football Hall of Fame, in Canton, Ohio.
When can you get started? My answer: In a few days the 2009 Enshrinement Ceremonies will begin. Not only should you be there for that historical event, but also spend a little time visiting the education division of the Hall of Fame.
The lightning flashed. An idea popped up in my mind. The thunder began to roar. It hit me—BAM! I am sitting in a place that was trod by the great Walter Cronkite.
I immediately emailed Leroy Watson, who has mentored me on B/R, and who is very discerning. I wrote:
"Look at how near to excellence we sometimes tread..... Walter Cronkite is represented in the museum at the college where I teach, located at Holman Street in Houston, Texas.
"The museum occupies a room on the second floor of the San Jacinto Building of the Houston Community College, Central Campus. Many years ago (I have taught at Central College for about 21 years), I noticed the names of Walter Cronkite and other great people who attended the then San Jacinto High School.
"Sometimes some very dedicated alumni come and monitor the facility to make certain the museum is in order. We have lost a great communicator/journalist. It is an honor to teach at the location where he once trod as a very young man.
"There is a Texas Historical Marker on the grounds on Holman Street. Cronkite and his generation of journalists will be remembered and honored for years, as many students pause to read the marker, on a daily basis."
Watson’s quick response:
"OH MY GOODNESS! That is simply amazing! Have you written a Bleacher article on that? I think it would make an amazing story."
I, then, wrote:
"It just hit me—BAM (smiles) tonight when I wrote you. Tomorrow I will go over to that building and take a few pictures. Then, I will think over it. You see, we are having quite of few of these timely moments."
So, the morning of July 21, 2009, I arrived at school with my digital camera, ready to take pictures of the historical marker. In the San Jacinto Memorial Building (once called San Jacinto High School) a museum houses archives containing historical information on thousands of high school students who once walked the grounds of 1300 Holman Street, Houston, Texas.
I trotted to the second floor, and the central display showed Walter Cronkite, featured in a May 15, 1985 article of the Houston Post. A story written by Dalma Heyn contained a prophetic question, “What would we do without him? Walter Cronkite had told us…”
That question is still pertinent. During his career, Cronkite “interpreted for us the myriad complicated happenings in our world.
“He explained changes that were taking place so rapidly we could hardly process them, let along comprehend their significance.”
Does history repeat itself? Yes, said a college student in a math class at Houston Community College, Central Campus, the precise location where Cronkite once dwelled as a young man, and the place where I have tried to inspire young people to pursue excellence.
And to bring it all full circle, I have now shared the halls with a great football coach who became the nation's leading educator, Dr. Rod Paige, U. S. Secretary of Education, and now Walter Cronkite, gentleman, sportsman, journalist extraordinaire.
Is Bleacher Report special or what?
As history seems to repeat itself, so then Cronkite’s question must be resounded, “What would we do without him?”
One answer is clear: We will continue to be inspired by his contributions, and we will function as befitting protégés, vicariously mentored by his standard of excellence in communications and journalism, in sports and news.
A classical response of Walter Cronkite’s is appropriate here: “…And that’s the way it is.”
Walter Cronkite stood out in the crowd of 37,948 students who attended San Jacinto High School. His career glares through dark moments, like lightning streaking the sky at night.
He reported on the dark moments in history: assassinations of President John F. Kennedy, Robert Kennedy, and Dr. Martin Luther King; of Watergate and the resignation of President Richard Nixon; and of the Vietnam War.
He shared the excitement of reporting on the first man on the moon.
He was athletic, and he loved to play tennis. He even raced cars at 140 mph. The Post writer said, “He was once the proud owner of a Lotus.”
“He still plays hard and plays to win,” said the reporter, in 1985, 4 years after his so-called retirement from CBS.
In the article mounted and posted in the museum at my college, Cronkite is seen grasping his pipe, a man married for more than 60 years.
His final words at a benchmark in his career:
This is my last broadcast as the anchorman of The CBS Evening News; for me, it's a moment for which I long have planned, but which, nevertheless, comes with some sadness. For almost two decades, after all, we've been meeting like this in the evenings, and I'll miss that. But those who have made anything of this departure, I'm afraid have made too much.
“This is but a transition, a passing of the baton. A great broadcaster and gentleman, Doug Edwards, preceded me in this job, and another, Dan Rather, will follow. And anyway, the person who sits here is but the most conspicuous member of a superb team of journalists; writers, reporters, editors, producers, and none of that will change.
“Furthermore, I'm not even going away! I'll be back from time to time with special news reports and documentaries, and, beginning in June, every week, with our science program, Universe.Old anchormen, you see, don't fade away; they just keep coming back for more. And that's the way it is: Friday, March 6, 1981. I'll be away on assignment, and Dan Rather will be sitting in here for the next few years. Good night”
Walter Leland Cronkite, Jr. (November 4, 1916 – July 17, 2009), farewell as we recall your words:
“This is but a transition, a passing of the baton…”
http://bleacherreport.com/articles/221536-treading-near-greatness-a-tribute-to-walter-cronkite
We salute Ike Thomas for his courage and fortitude as the husband and father of women with Triple Negative Breast Cancer. Read his story and help the foundation:
http://bleacherreport.com/articles/208168-ike-thomas-former-nfl-player-leads-cancer-foundation
Some people define "greatness" by the amount of money or power a person possesses. I rather define it by the amount of clarity you have at 99 years old.
Today, I met a great lady who gave birth to eight children. She served as a midwife during her younger days and she helped deliver more than 50 babies. She has made more than 100 original handmade quilts. And, she is still going strong.
I asked Mrs. Flora Jackson what was her favorite song and she said "Amazing Grace." She made a wise choice because when I looked at how firm her facial contour is, and how bright her eyes are, I did not see a woman approaching 100 years. I saw a beautiful, creative and wise woman.
I saw something more in Mrs. Flora Jackson. I saw a mathematician who expressed her mathematics through the art of quilting.
I asked her what her favorite subject was as a young student and she said, "Arithmetic." Her response made so much sense.
I looked at several quilts that Mrs. Jackson made. They were filled with reflections, rotations, and scaling. Her generation may not have learned the matrix theory about rotational matrices, but she saw the beauty in the transformations and she designed her quilts to give you a beautiful visual impression.
One quilt was made with triangles and square. The triangles were inscribed in a square. As you look at each triangle, you see that it is rotated 90 degrees. There were four triangles in each square, and each one was rotated 90 degrees to yield the position of the next one.
Mrs. Jackson represented this math idea in her quilts. However, her creative expression can be represented mathematically by a 2 by 2 matrix with the following components. Let x = 90 degrees. We would have a transformation,
cos x -sin x
sin x cos x
The determinant associated with this 2 by 2 matrix has a value of 1. In fact, the expansion is the Pythagorean identity. Such a matrix, when applied to a representation of a geometric figure would rotate the figure without stretching or shrinking it.
I know what you are saying, "Mrs. Jackson does not know what you are talking about." I would answer, "Mrs. Jackson does not need to know my language. Her language is expressed in the design of each and every one of her quilts."
What is needed is intergenerational communication to understand what Mrs. Jackson sees in this world, and what our generation sees, and does to make this a better world, encompassing more beauty, respect and appreciation for one another.
What I have learned in these many years of studying, learning and teaching mathematics is that Mrs. Flora Jackson has a great mind, a creative mind, and a powerful discipline to envision and design a quilt, cut and sew the quilt, and select beautiful colors to emphasize the mathematical design of her quilts.
I noticed that most of her quilts used polygons such as rhombi, rectangles, squares and triangles. Several of them have the rotation, shifting and scaling quality.
I am honoring the 99-year-old creative matriarch from Pittsview, Alabama. Indeed, she is a great lady, poised, dignified and beautiful.
She was born on October 15, 1909. She is alert and wise. I asked Mrs. Jackson, "What words of wisdom would you like to share with young people?"
She answered, "Tend to your business, and let everybody else's alone."
Her succinct response is respected. No doubt she has been blessed with longevity because she has focused on God's plan for her life.
One of Mrs. Flora Jackson's favorite scriptures is Psalm 119: 105: "Thy word is a lamp unto my feet, and a light unto my path."
Mrs. Jackson's countenance was bright. Her wisdom is profound at her age. She selected the Psalm which is considered "a Bible within the Bible."
There are 22 stanzas in Psalm 119, and each stanza is named for a Hebrew aleph bet. Her focus was not narrow because the light and lamp which has guided her nearly 100 years has directed her to some of the most profound passages in the Bible.
I salute a great American, Mrs. Flora Jackson. Thank you, Mrs. Flora Jackson for being a giant on which future generations can stand on, and to see farther into a glorious future for America.
I wrote this in my spare time. I want to encourage the readers to never give up.
GM has its problems. Don't give up.
One of my students was on his way to a banquet on his motorcycle and was hit by a car. He recovered and he did not give up.
Another student had an accidental bullet wound in the hand one week before the final exam. She did not give up.
Another student's mother had a heart attack a few days before final exam. He did not give up.
Here is another example.
http://bleacherreport.com/articles/174243-nfl-pep-talk-never-give-up
Never give up.
I witnessed at least four students who received their stimulus check last week. It was a visible sign of the integrity in our government and so many were encouraged by the check.
On behalf of those who I witnessed show joy and appreciation, we say, Thank you.
http://bleacherreport.com/articles/171263-nfl-players-from-hbcus-to-pro-football-part-three
Fantastic Football Data -> Fruitful Educational Experiences
By Jacqueline Brannon Giles
Millions of people love football, but so few realize the power and importance of the data which measures the performance of teams and players. A man with a vision leads a relatively new Hall of Fame committee charged with the mission to use the fantastic NFL data and other data to inspire learning in American classrooms. Jerry Csaki realizes the potential of his educational leadership role, and the U. S. Department of Education in Washington, D. C. has documented the need. During the conference in Washington, D. C., in October 2008, hundreds of mathematicians and educators convened to discuss the crisis in student proficiency in mathematics. Csaki believes his committee can help write and administer creative learning experiences, using real world data, i.e., football data.
One team, the National Association of Mathematicians, led by Lt. Colonel Donald Outing, a professor at the United States Military Academy (West Point) prepared its statement and call to action. It states:
Team Name National Association of Mathematicians (NAM)Team Leader& Members Donald Outing Jackie Giles Duane Cooper Bill HawkinsArea & Recs Learning Processes 13, 10, 12Plan Reports indicate that students with a strong grasp of mathematics have an advantage in academics and in the job market regardless of ethnic background or family income. The reports point to the eighth grade as being the critical point in student's mathematics education. Achievement at this stage clears the way for students to take rigorous high school mathematics and science courses which are keys to college entrance and success in the labor force. Surveys indicate that most students would like to go to college; however, many mathematically talented minority students plan to drop mathematics as soon as they can. This indicates that most minority students do not understand the importance of taking rigorous mathematics courses in high school (nor are they encouraged). With fewer minority high school students enrolling in rigorous mathematics courses, the pool of fully qualified minority college applicants is small. Consequently, the pool of potential mathematicians, scientist, and engineers is even smaller. There is an urgent need to intervene to encourage middle school students to continue studying mathematics in high school. Programs that inspire undergraduate mathematics students to continue studying mathematics in graduate school have already proven successful, e.g., SUMSRI at Miami University and SPIRAL at the University of Maryland. Similar programs developed for middle school students could increase the numbers of students taking rigorous mathematics courses in high schoolResources The National Association of Mathematicians (NAM) has always had as its main objectives, the promotion of excellence in the mathematical sciences and the promotion of the mathematical development of groups historically underrepresented in mathematics fields. It also aims to address the issue of the serious under-representation of minorities in the workforce of mathematical scientists. The organization achieves its goals by focusing on five areas: 1. Mathematics Education 2. Professional/Career Development 3. Scholarly Productivity 4. Student Development 5. Databases. NAM has received funding from numerous agencies to include National Science Foundation, National Security Agency, and MAA to conduct activities and conferences to accomplish its goals
Team Name National Association of Mathematicians (NAM)
Team Leader& Members Donald Outing Jackie Giles Duane Cooper Bill Hawkins
Area & Recs Learning Processes 13, 10, 12
Plan Reports indicate that students with a strong grasp of mathematics have an advantage in academics and in the job market regardless of ethnic background or family income. The reports point to the eighth grade as being the critical point in student's mathematics education. Achievement at this stage clears the way for students to take rigorous high school mathematics and science courses which are keys to college entrance and success in the labor force. Surveys indicate that most students would like to go to college; however, many mathematically talented minority students plan to drop mathematics as soon as they can. This indicates that most minority students do not understand the importance of taking rigorous mathematics courses in high school (nor are they encouraged). With fewer minority high school students enrolling in rigorous mathematics courses, the pool of fully qualified minority college applicants is small. Consequently, the pool of potential mathematicians, scientist, and engineers is even smaller. There is an urgent need to intervene to encourage middle school students to continue studying mathematics in high school. Programs that inspire undergraduate mathematics students to continue studying mathematics in graduate school have already proven successful, e.g., SUMSRI at Miami University and SPIRAL at the University of Maryland. Similar programs developed for middle school students could increase the numbers of students taking rigorous mathematics courses in high school
Resources The National Association of Mathematicians (NAM) has always had as its main objectives, the promotion of excellence in the mathematical sciences and the promotion of the mathematical development of groups historically underrepresented in mathematics fields. It also aims to address the issue of the serious under-representation of minorities in the workforce of mathematical scientists. The organization achieves its goals by focusing on five areas: 1. Mathematics Education 2. Professional/Career Development 3. Scholarly Productivity 4. Student Development 5. Databases. NAM has received funding from numerous agencies to include National Science Foundation, National Security Agency, and MAA to conduct activities and conferences to accomplish its goals
The U. S. Department of Education conference call to action inspired a response in the African tradition. Jackie Giles, a NAM team member and a professor at an open admissions university in Texas, selected 35 students to complete a simple survey. The survey question was “Have you heard of the Educational Outreach Program of the Hall of Fame?”
The students eagerly let Giles know that they were familiar with the Pro Football Hall of Fame, but they showed expressions of surprise when she mentioned the existence of an education committee. Quickly, the mission statement was shared with these young people who are enrolled in a mathematics course which overlaps the curricular content of middle school and senior high school mathematics classes. In an effort to keep the interest of the class, the teacher’s alto voice sounded out the mission statement:
The efforts of the Hall of Fame education component are outstanding, but Giles believes that the news of its existence and functions need to be spread throughout all communities, including African American, Hispanic, Jewish and other groups, especially in Texas, Arkansas, Louisiana and Mississippi.
One book of wisdom shares, in summary, “Line upon line; precept upon precept; a little here, a little there.” So this article is designed to introduce more communities and educational institutions to the resources and expertise available through the Educational Outreach Program. The concept of the Hall of Fame initiative is described “line by line” spelling out the “precept upon precept” with the hope of advocating change, “a little here, a little there.”
Just as millions of people are uplifted and inspired by great plays and touchdowns in mammoth football fields packed with millions of spectators, why not embrace a vision that more students (perhaps millions) will get excited about using real-world data from those fantastic plays in football, and, metaphorically, run, run, run toward the end zone of excellence in learning and applying mathematics in the real world to get that touchdown and victory in mathematics and mathematics education in the United States of America. After all, some of the studies of the U. S. Department of Education correlate national security issues with mathematical and technological proficiency of the general populace. It’s about time we use the fantastic real-world data in the NFL, for example, to inspire more fruitful learning activities in American classrooms. It’s a thought—it is the Hall of Fame’s vision.
Click here to learn more about the HOF Educational Advisory Panel http://www.profootballhof.com/hall/EducationalAdvisoryPanel.jsp
Jacqueline Brannon Giles is a Resident Professor of Mathematics in Houston, Texas who has written several articles in Mathematics and Sports. She has been featured in the Jewish Herald Voice in an article written by Michael Duke, titled "Pointed toward Israel."
Related articles http://www.jewishaz.com/issues/story.mv?050923+nfl [edit] Football (American)
Jews in the NFLPlayersAlex Bernstein - OL, Browns (inactive)Hayden Epstein - K,Vikings (inactive)Jay Fiedler - QB, DolphinsLennie Friedman - OL, RedskinsAntonio Garay – DE, BrownsDan Hadenfeldt - P, Patriots (inactive)Andrew Kline - OL, Rams (inactive)Brian Kopka - K, Ravens (inactive)Josh Miller - P, PatriotsIgor Olshansky – DT, ChargersGus Ornstein - QB, Jets (inactive)Vitaly Pisetsky - K, Bears (inactive, NFL Europe)Sage Rosenfels - QB, DolphinsMike Rosenthal - OL, VikingsScott Slutzker - TE, Jets (inactive)Josh Taves – DE, Panthers (inactive)
ManagementArthur Blank - Owner, FalconsAl Davis - Owner, RaidersMalcom Glazer - Owner, BucaneersRobert Kraft - Owner, PatriotsRandy Lerner - Owner, BrownsJeffrey Lurie - Owner, EaglesArt Modell - Owner, RavensDan Snyder - Owner, RedskinsAndy Sugarman - Assistant Coach, 49ersRobert Tisch - 1/2 Owner, GiantsMarc Trestman - Assistant Coach, RaidersRon Wolf - General Manager, Packers
