ERIC Bibliography
“Educational
Technology” and Geometry
(2 Entries)
1. Little, C. (1999).
Geometry projects
linking
mathematics, literacy, art, and technology. Mathematics Teaching in the Middle School, 4(5)
332-35.
*Educational Technology; *Geometry; *Integrated Activities; *Mathematics Instruction; Computer Software; Elementary Education; Elementary School Mathematics; Junior High Schools; Middle Schools
Abstract: Describes a geometry project for students using the Geometer's
Sketchpad.
Students choose from constructing an instruction manual, writing and
illustrating a children's picture book, or creating a piece of art in
the
Escher style. (ASK)
2. Shilgalis, T.
(1998). Finding
buried treasures—an application of the geometer’s skechpad.
Mathematics Teacher, 91(2) 162-65.
*Computer Software; *Educational Technology; *Geometry; *Mathematics Instruction; Mathematics Activities; Secondary Education; Secondary School Mathematics
Abstract: Presents two
problems
whose solutions can be enhanced using the Geometer's Sketchpad to solve
the
problems. Concludes that available computer technology can aid in the analysis and solution of some
interesting geometry
problems. (ASK)
Computers
and Geometry
(2 Entries)
1.
*Computers; *Geometry; *Programming; *Robotics; *Technology Education; Elementary Education; Language Arts; Units of Study
Abstract: Describes an
interdisciplinary unit on robotics that includes teaching parts of a
circle,
constructing and programming robots, and incorporating language arts.
(JOW)
2. Papert, S. Teaching
children to
be mathematicians versus teaching about mathematics. International
Journal of Mathematics Education, 3(3)
249-262.
*Computers; *Creative Thinking; *Elementary School Mathematics; *Geometry; *Instruction; Grade 5; Problem Solving; Programing; Research
Abstract: Presents
results of
action research which had the goal of producing concepts and topics
that would
permit students to get creatively engaged in mathematical analysis and
problem
solving. The method used, called.
Computers and “Geometric
Concepts”
(1 Entry)
1. Battista, M.
(1994). Research into practice:
calculators and computers: T=tools for mathematical
exploration and empowerment. Arithmetic Teacher, 41(7)
412-17.
*Calculators; *Computers; *Geometric Concepts; *Mathematics Instruction; *Thinking Skills; Computation; Computer Uses in Education; Elementary Education; Elementary School Mathematics; Imagery; Mathematics Education; Number Concepts
Abstract: Discusses ways that calculators and computer microworlds, such as LOGO and Shape Makers, can be used as tools for exploration, problem solving, and empowerment in school mathematics. Includes suggestions for classroom activities. (Contains 12 references.) (MKR)
(1 Entry)
1.
Branfield,
J.R. (1970). Geoboard geometry. Mathematical Gazette, 54(390)
359-361.
*Educational Media; *Geometric Concepts; Elementary School Mathematics; Geometry; Instruction; Instructional Materials; Secondary School Mathematics
(1 Entry)
1. Winicki-Landman, G.(2001). Research of original geometric concepts: some episodes from the classroom. International Journal of Mathematical Education in Science and Technology, 32(5) 727-44.
*Concept Formation; *Educational Technology; *Geometric Concepts; *Proof (Mathematics); Mathematics Instruction; Secondary Education
Abstract: Presents a
learning
experience based on students’ mathematical research into original geometric concepts
with the help of dynamic geometry software. Makes the case that
mathematical
definitions have an arbitrary character and that proof plays the role
not only
of verification, but of discovery and explanation. (Author/MM)
“Computer Uses
in Education” and “Geometric
Constructions”
(3 Entries)
1. Chuan, J. (1995). Geometric constructions with the computer.
*Computer Uses in Education; *Geometric Constructions; *Mathematics Instruction; Elementary Secondary Education; Mathematics Activities
Abstract: The computer can be used as a tool to represent and communicate geometric knowledge. With the appropriate software, a geometric diagram can be manipulated through a series of animation that offers more than one particular snapshot as shown in a traditional mathematical text. Geometric constructions with the computer enable the learner to see and understand a diagram in different ways. Engaging in the construction of the animation encourages the learner to go through the abstract process of formulation of conjectures, generalization, condition-simplification, and classification. This paper offers examples of such constructions on topics such as enveloping curves, linkage, polynomial interpolation, inversion, hypocycloid, and epicycloid. (ASK)
2. Sgroi, R. (1990). Communicating about spatial relationships. Arithmetic Teacher, 37(6) 21-23.
*Computer Uses in Education; *Elementary School Mathematics; *Geometric Constructions; *Mathematics Instruction; *Mathematics Materials; *Spatial Ability; Elementary Education; Geometry; Mathematical Vocabulary; Mathematics Skills; Verbal Communication; Visualization
Abstract: Discusses
four
activities focusing on communication about shapes and spatial
relationships.
The activities include requiring students to sketch patterns, and
two-dimensional
and three-dimensional visualizations. Provides several figures showing
the geometric
shapes. (YP)
3. Vincent, J. & McCrae, B. (1999). How do you draw and isosceles triangle? Australian Mathematics Teacher, 55(2) 17-20.
*Computer Uses in Education; *Geometric Constructions; *Mathematics Instruction; Educational Technology; Elementary Secondary Education
Abstract: Illustrates
attempts by
three students to construct an isosceles triangle in Cabri and the
construction
of a capital A by a fourth student. Discusses Cabri's potential for
encouraging
students to focus on geometric
properties and develop correct geometric language. (ASK)
“Computer
Uses in Education” and Geometry
(3 Entries)
1. Hannafin, R., Burruss, J., & Little C. (2001). Learning with dynamic geometry programs: perspectives of teacher and learners. Journal of Educational Research, 94(3) 132-44.
*Computer Uses in Education; *Geometry; *Mathematics Instruction; Cooperative Learning; Grade 7; Middle School Students; Middle School Teachers; Middle Schools; Secondary School Mathematics; Student Attitudes; Student Centered Curriculum; Teacher Attitudes; Teaching Methods
Abstract: Examined teacher and student roles in, and reactions to, a student-centered instructional geometry program using the Geometer's Sketchpad booklet. Seventh graders worked cooperatively using the computer-based instructional tutorial. Observation, survey, and interview data indicated that the teacher had difficulty relinquishing control of learning, but students liked their new freedom, worked hard, and were more interested in the material. (SM)
2. Kordaki, M. & Potari, D. (2002). The effect of area measurement tools on students strategies: the role of a computer microworld. International Journal of Computers for Mathematical Learning, 7(1) 65-100.
*Computer Software; *Computer Uses in Education; *Educational Technology; *Geometry; *Microworlds; Mathematics Education; Secondary Education
Abstract: Focuses on
the role of
tools provided by a computer microworld (C.AR.ME) on the strategies
developed
by 14-year-old students for the area measurement of a non-convex
polygon.
Interprets and classifies student strategies on a transformation and
comparison
task into categories in terms of the tools used for their development.
(Author/MM)
3. Patterson, B. (2001). Blending art and geometry with precision. Arts
& Activities, 130(1) 46.
*Art
Education; *Artists; *Computer
Uses in Education; *Geometry; *Mathematics
Education; Art
History; Elementary
Education; Interdisciplinary
Approach; Problem
Solving; Skill
Development
Describes an art
lesson using the styles of Charles Demuth and Charles Sheeler in which
the students created computerized drawings containing geometric forms.
Explains that the lesson incorporates computer technology, art,
and mathematics. Provides background information on Demuth and Sheeler
and discusses procedures for the lesson. (CMK)
4. Yusuf, M. (1997).
Cognition of
polygons.
*Computer Uses in Education; *Concept Formation; *Geometry; *Programming Languages; Educational Strategies; Elementary Secondary Education; Equal Education; Learning Strategies; Mathematical Concepts; Mathematics Instruction; Minority Groups; Standards; Thinking Skills
Abstract: The
objective of this
study was to investigate the effects of Logo Mathematics Tutorial Two
(LMT2)
for teaching polygons to minority students. The polygons were chosen to
develop
a sound foundation for further knowledge and exploration in geometry. The subjects (N=23) were middle and high
school students
that were trained using LMT2. The subjects formed two groups that
experienced
different amounts of traditional and computer-assisted instruction on polygons. Pre- and
post-tests were
administered three times to each subject. The results suggest that the
students
who were first taught polygons through LMT2 have a deeper
conceptualization of
polygons compared to those taught traditionally. The results support
the
effectiveness of using Logo Mathematics Tutorial Two for teaching
polygons to
minority students. Tables providing data on race, gender, and grade
level
distribution; an analysis of covariance for scores on tests, computer tests, drawings, and interview sheets; and
distribution by
percent for providing reasons are also included. Contains 29
references. (DDR)
Geometry
and “Technology Education”
(1 Entry)
1. Geometry of exploration: eyes over Mars. NASA connect: program 4 in the 1999-2000 series. (2000).
*Geometry; *Measurement; *Science Education; *Space Exploration; *Technology Education; Astronomy; Elementary Education; Geometric Concepts; Lesson Plans; Mathematics Activities; Mathematics Instruction; Science and Society; Solar System; Space Sciences
Abstract: This
teaching unit is
designed to help students in grades 4-8 explore the concepts of geometry and measurement in the context of surveying
planets. The
units in this series have been developed to enhance and enrich
mathematics,
science, and technology
education and to accommodate different teaching and learning styles.
Each unit
consists of a storyline presenting the context for the problems to be
solved,
lists of the mathematics and science concepts addressed, background
notes for
the teacher, a list of teacher resources, and an activity complete with
blackline masters. Also included are suggestions for extensions to the
problems
and their relationship to national mathematics standards. The story
line for
this unit is students learning how engineers and scientists are using geometry and linear and angular measurements to survey
Earth and
Mars and how geometric shapes affect navigation. (MM)
“Mathematics
Instruction” and “Solid Geometry”
(5 Entries)
1. Hartz, V. (1981). Making solid geometry solid. Mathematics Teaching, 96, 14-16.
*Discovery Learning; *Geometric Concepts; *Learning Activities; *Mathematics Education; *Mathematics Instruction; *Solid Geometry; Elementary Secondary Education; Experiential Learning; Problem Solving; Teaching Methods
Abstract: Allowing students to use a polystyrene cutter to fashion their own three-dimensional models is suggested as a means of allowing individuals to experience problems and develop ideas related to solid geometry. A list of ideas that can lead to mathematical discovery is provided. (MP)
2. Lesson, N. (1994). Improving students’sense of three-dimensional shapes. Teaching Children Mathematics, 1(1) 8-11.
*Mathematics Instruction; *Solid Geometry; *Spatial Ability; Elementary Education; Elementary School Mathematics; Grade 5; Grade 6; Mathematics Education
Abstract: Describes
activities to
be used with fifth and sixth graders to improve students' spatial sense
with
respect to three-dimensional shapes. Includes the use of cubes,
triangular
prisms, tetrahedrons, and square pyramids. (MKR)
3. Liedtke, W. (1995). Developing spatial abilities in the early grades. Teaching Children Mathematics, 2(1) 12-18.
*Learning Activities *Mathematics Instruction; *Solid Geometry; *Spatial Ability; Elementary School Mathematics; Mathematics Education; Primary Education
Abstract: Presents sample activities and tasks conducive to developing spatial sense. (12 references) (MKR)
4. Reesink, C. (1982). Geomegy or geolotry: what happens when geology visits geometry class? Mathematics Teacher, 75(6) 454-61.
*College Mathematics; *Geology; *Mathematical Applications; *Mathematics Instruction; *Secondary School Mathematics; *Solid Geometry; Higher Education; Secondary Education; Symmetry; Transformations (Mathematics)
Abstract: Teachers are
encouraged
to have pupils examine the symmetry of crystals when instruction is given on three-dimensional geometry and polyhedra.
5. Woodwars, E. & Brown, R. (1994). Polydrons and three-dimensional geometry. Arithmetic Teacher, 41(8) 451-58.
*Experiential Learning; *Manipulative Materials; *Mathematical Models; *Mathematics Instruction; *Solid Geometry; Algebra; Discovery Learning; Elementary Education; Elementary School Mathematics; Grade 5; Mathematics Education; Worksheets
Abstract: Presents
three hands-on,
discovery geometry
lessons
based on the use of special pieces called Polydrons by a fifth-grade
class to
build and investigate special properties of polyhedra and to stimulate
students
to think geometrically. Includes reproducible student worksheets. (MKR)
“Mathematics
Instruction” and Polygons
(1 Entry)
1. Smith, L. (1999). Exploring polygon rings. School Science and Mathematics, 99(7) 363-73.
*Mathematics Activities; *Mathematics Instruction; *Polygons; Elementary Secondary Education; Geometric Concepts
Abstract: Some topics
in mathematics are
unique because they can be explored by learners from
the early grades through the advanced grades. An example of such a
topic is
polygon rings. Presents activities on polygon rings that integrate
problem
solving, reasoning, and communication. (Author/ASK)
“Mathematics
Instruction” and “Plane Geometry”
(1 Entry)
1. Landscape of
geometry:
teacher’s guide/student workbook. (1992).
*Audiovisual Aids; *Educational Television; *Mathematical Applications; *Mathematics Instruction; *Plane Geometry; Class Activities; Experiments; Geometry; Learning Activities; Manipulative Materials; Mathematical Models; Secondary Education; Secondary School Mathematics; Teaching Guides
Abstract: This guide
is support
material for geometry
teachers
in middle schools or high schools in
“Computer Software” and
“Educational Technology”
(1 Entry)
1. Healy, L. &
Hoyles, C.
(2001). Software tools for geometrical problem solving: potentials
and pitfalls. International Journal of Computers
for Mathematical
Learning,
6(3) 235-56.
*Computer Software; *Educational Technology; *Geometry; *Microworlds; *Problem Solving; Computer Uses in Education; Logical Thinking; Mathematics Education; Proof (Mathematics); Secondary Education
Abstract: Explores the
role of
software tools in geometry
problem solving and how these tools, in interaction with activities
that embed
the goals of teachers and students, mediate the problem solving
process.
Through analysis of successful student responses, shows how dynamic
software
tools can not only scaffold the solution process but also help students
move
from argumentation to logical deduction. (Author/MM)