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"Geometry Study and teaching Activity programs."
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Math lab for kids : fun, hands-on activities for learning with shapes, puzzles, and games
\"Math Lab for Kids provides 52 fun labs to teach children basic math concepts through activities and games.\"-- Provided by publisher.
Book
Sage and scribe – asymmetrical pair work that can easily fit into any mathematics lesson, yet still have cooperative benefits
This article uses a case study experiment to learn the characteristics of a pair work, called the sage and scribe method (Kagan, 2008). We also wished to explore the positive and negative effects of the systematic application of this single cooperative element without any other structural changes during the lessons. In the case study experiment, we asked two teachers, accustomed to traditional frontal teaching methods, to substitute individual work tasks in their standard lesson plans with the sage and scribe method. Our experiments indicate that this method wastes insignificant time, requires little extra effort on the part of the teacher, yet has many of the positive effects of cooperative methods: in our experiments, students received immediate feedback, corrected each other’s mistakes, learned from each other in meaningful discussions and engaged in collaborative reasoning to address emerging problems. Subject Classification: 97D40
Journal Article
Teaching the Common Core Math Standards with Hands-On Activities, Grades 6-8
Helpful advice for teaching Common Core Math Standards to middle-school students
The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence. Hands-on Activities for Teaching the Common Core Math Standards is designed to help teachers instruct their students so that they will better understand and apply the skills outlined in the Standards.
This important resource also gives teachers a wealth of tools and activities that can encourage students to think critically, use mathematical reasoning, and employ various problem-solving strategies.
* Filled with activities that will help students gain an understanding of math concepts and skills correlated to the Common Core State Math Standards
* Offers guidance for helping students apply their understanding of math concepts and skills, develop proficiency in calculations, and learn to think abstractly
* Describes ways to get students to collaborate with other students, utilize technology, communicate ideas about math both orally and in writing, and gain an appreciation of the significance of mathematics to real life
This practical and easy-to-use resource will help teachers give students the foundation they need for success in higher mathematics.
eBook
Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers
Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, the authors examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by focusing on their enactment of reasoning-and-proving tasks. This investigation into teaching assistants' teaching practices identifies factors associated with their enactment of reasoning-and-proving tasks (e.g., generating student participation). This research has implications for professional development to support college mathematics instructors' teaching.
Journal Article
Using Mobile Learning to Support Students' Understanding in Geometry: A Design-Based Research Study
The use of mobile learning offers new affordances to teaching and learning. In this study, students from two fourth grade classes used iPads in dyads and groups to learn about angle. Using a design-based research methodology, which included observations, video, researcher journals, and artefact collection, a local instruction theory was developed on how students can learn about angle concepts through mobile learning activities. The local instruction theory is comprised of two components: (a) a seven lesson curriculum for 4th grade students on developing an early understanding of angle utilizing a mobile learning approach, and (b) additions to the scholarly theories, by providing a revised set of indicator behaviours for van Hiele levels of geometric thinking in regards to angle.
Journal Article
Enhancing Railway Engineering Student Engagement Using Interactive Technology Embedded with Infotainment
Interactive learning technology is an emerging innovation for future communication-aided teaching and learning that could positively enhance students’ engagement and intrinsic motivation. Due to the virtue of interactive communication, classrooms are now anticipated to enable a variety of interaction-based learning technologies with diverse infotainment (a subset of “serious play”) integrated with practical enquiry-based projects and case studies for employability improvement. In this paper, a comprehensive review of various teaching and learning pedagogies is assessed. Their suitability and association with infotainment and interactive technology is discussed and highlighted. In addition, a recent research activity on interactive communication is presented to form a new teaching application using interactive technology and infotainment (or edutainment) appropriate for student engagement in railway geometry and alignment design classes. The development of the integrated interactive technology and infotainment was implemented and evaluated in a postgraduate railway engineering class. Questionnaires were used to survey students’ experiences in the classes with and without the technology enhanced learning. The outcome clearly shows that students enjoyed and felt they were significantly engaged in the class with the new interactive resources. Their participation and learning performance increased. Despite the favourable outcomes, the flexibility and viability of using this interactive technology still largely depends on the students’ background and their previous experience.
Journal Article
Argumentative Knowledge Construction in an Online Graduate Mathematics Course: A Case Study
The authors report on three students' argumentative knowledge construction in an asynchronous online graduate level geometry course designed for in-service secondary mathematics (ISM) teachers. Using Weinberger and Fischer's framework, they analyzed the ISM teachers' a) geometry autobiography and b) discussion board posts (both comments and attached work including solutions to assigned problems and Geometric Sketchpad explorations) throughout an 8-week summer course. The goal was to better understand the key similarities and differences in the nature of their interaction with each other and the course content that may have contributed to the differences in their knowledge construction. Findings led researchers to re-conceptualize a rubric to (1) assist instructors in facilitating productive interaction among students, (2) prepare students to better utilize the discussion board with a critical eye, and (3) provide specific guidelines for a more productive engagement among students, using the framework as a guide.
Journal Article
Comparing the Effectiveness of Using ICT for Teaching Geometrical Shapes in Kindergarten and the First Grade
The purpose of this study is to investigate if information and communications technology (ICT) helps to improve first grade and kindergarten students' basic geometry achievement. The author's research compares the level of geometrical competence of the first grade students and kindergarten students taught using an ICT oriented learning method specifically targeting ‘Realistic Mathematics Education' (RME) for geometry concepts, as opposed to traditional teaching methodology. The study dealt with first grade and kindergarten students in Crete and Athens. The experimental group of the consisted of 237 students who were taught shapes with the support of computers and the control group had 247 students. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the first grade and kindergarten level and has a positive effect for the learning of shapes using the background of RME theory.
Journal Article
Learning Science as Explorers: Historical Resonances, Inventive Instruments, Evolving Community
Doing science as explorers, students observe, wonder and question the unknown, stretching their experience. To engage students as explorers depends on their safety in expressing uncertainty and taking risks. I create these conditions in my university seminar by employing critical exploration in the classroom, a pedagogy developed by Eleanor Duckworth, based on Jean Piaget and Bärbel Inhelder. My students observe nature and evolve trust in working together. They experience historical resonances through constructing their own diagrams and proofs of Euclid’s geometry and experimenting with motions in response to Galileo’s 1632
Dialogue
. Historical figures become virtual members in the classroom, whose historical discourse is treated as if written by a current collaborator. Finding parallels between their thinking and history, students invent such instrumental assists as modeling moonrise through configurations of their bodies, balls and a lamp in the darkroom, which they later test observationally. In the process, their curiosity becomes self-sustaining, instigating further investigation. Drawing on diverse strengths of participants, collaboration among explorers is not like a chain; it can be “as strong as its strongest link.” One person’s insightful confusion can take the whole group’s understanding to a new and different place; an experiment or diagram beginning in one person’s hands soon engages all. Their collaboration has at its disposal the union of life experiences of its members. As students generate multiple concurrent, conflicting perspectives, they diverge from the goal-directed curricula of most schools today. They learn how to observe; how to question; how to communicate; how to determine what is reasonable and what is not; how to create knowledge rather than just accepting it.
Journal Article
Effects of Spatial Ability and Instructional Program on Geometry Achievement
The authors investigated the effects of student spatial ability, as measured by Raven's Progressive Colored Matrices (J. C. Raven, 1938) and type of instructional program on geometry achievement. Sixth-grade students worked through either 6 instructional activities in Geometer's Sketchpad (Key Curriculum Press, 1993), a dynamic geometry program, or a geometry tutorial, both of which paralleled Connecticut's geometry standards. The authors hypothesized that students working with the activities in Sketchpad would learn geometry better and that (after controlling for mathematics ability) student spatial ability would predict success in such an environment more reliably than it would in the tutorial program. However, students with high spatial ability performed significantly better than did low-spatial learners in both instructional treatments; students in the Sketchpad treatment scored only marginally higher on the posttest than did learners in the tutorial condition, despite spending more time on task. Results have implications for mathematics instructors, researchers, and computer-based programs.
Journal Article