The Art of Teaching A New Department

1936 ◽  
Vol 29 (3) ◽  
pp. 145
Author(s):  
Edith Imogene Brown
Keyword(s):  
Solid Geometry ◽  
The Subject ◽  
Art Of Teaching

For Several years the first few weeks of my course in Solid Geometry were very discouraging both to the class and to the teacher. It became evident that a different approach to the subject was necessary. After much thought and research I worked out a method which has proved very satisfactory with my classes.

An Achievement test in Solid Geometry

1928 ◽  
Vol 21 (3) ◽  
pp. 151-162
Author(s):  
Louis A. McCoy
Keyword(s):  
Secondary School ◽  
Subject Matter ◽  
Achievement Test ◽  
School Mathematics ◽  
The Other ◽  
Good Teacher ◽  
Secondary School Mathematics ◽  
Solid Geometry ◽  
The Subject ◽  
The Right

In the work of teaching secondary school mathematics in a large school where there are as many as twelve different divisions of the same subject, it would be very interesting and indeed very enlightening to see the different grades of work being done. Different teachers have their own pet ways of doing things, of presenting new matter, of conducting recitations, of drilling on old matter, of developing mathematical power in their pupils, etc. And yet they are all striving for the same results. The fact that one teacher's pupils consistently attain better results naturally should put a premium on that teacher's methods, and the work of the department would be improved if some of the other teachers would take a leaf out of the successful teacher's book. Students will often remark “So and So is a good teacher; I get a lot out of his class; he makes things clear; he has good discipline; he certainly gets the stuff over, etc.”An inspector visits the class, notes the attitude of the pupils, the personality and skill of the teacher, and oftentimes is familiar enough with the subject matter of the recitation to see if the pupils are catching and giving back the right things, and then grades the teacher as an Al man, for example. But does the opinion of the boys themselves or the visitor answer the question whether or not the teacher is successful in giving his subject to the pupils? Don't we need something more objective, more tangible, more exact on which to pin our faith? In general the supervisors are hitting it right, also the students, but we think we can do better.

The Art of Teaching: A Helpful Technique in Teaching Solid Geometry

1940 ◽  
Vol 33 (1) ◽  
pp. 39-40
Author(s):  
James V. Bernardo
Keyword(s):  
Three Dimensional ◽  
The Real ◽  
Solid Geometry ◽  
Average Student ◽  
Art Of Teaching

It has been my experience; as it has been undoubtedly that of many who teach solid geometry, to find that the three-dimensional concepts are not easily conceived by the average student. He does not comprehend fully the meaning of the drawings of “solid” figures in one plane. To develop an aptitude for drawing and for interpreting figures is the real job for the teacher who is attempting to expound the propositions of the sixth, seventh, and eighth “Books” of Euclid.

scholarly journals ON THE RELATIONSHIP BETWEEN PLANE AND SOLID GEOMETRY

2012 ◽  
Vol 5 (2) ◽  
pp. 294-353 ◽  
Author(s):  
ANDREW ARANA ◽  
PAOLO MANCOSU
Keyword(s):  
Mathematical Practice ◽  
Problem Area ◽  
Methodological Issues ◽  
The Third ◽  
Solid Geometry ◽  
The Subject ◽  
Desargues Theorem ◽  
First Time ◽  
The Relationship

Traditional geometry concerns itself with planimetric and stereometric considerations, which are at the root of the division between plane and solid geometry. To raise the issue of the relation between these two areas brings with it a host of different problems that pertain to mathematical practice, epistemology, semantics, ontology, methodology, and logic. In addition, issues of psychology and pedagogy are also important here. To our knowledge there is no single contribution that studies in detail even one of the aforementioned areas.In this paper our major concern is with methodological issues of purity and thus we treat the connection to other areas of the planimetry/stereometry relation only to the extent necessary to articulate the problem area we are after.Our strategy will be as follows. In the first part of the paper we will give a rough sketch of some key episodes in mathematical practice that relate to the interaction between plane and solid geometry. The sketch is given in broad strokes and only with the intent of acquainting the reader with some of the mathematical context against which the problem emerges. In the second part, we will look at a debate (on “fusionism”) in which for the first time methodological and foundational issues related to aspects of the mathematical practice covered in the first part of the paper came to the fore. We conclude this part of the paper by remarking that only through a foundational and philosophical effort could the issues raised by the debate on “fusionism” be made precise. The third part of the paper focuses on a specific case study which has been the subject of such an effort, namely the foundational analysis of the plane version of Desargues’ theorem on homological triangles and its implications for the relationship between plane and solid geometry. Finally, building on the foundational case study analyzed in the third section, we begin in the fourth section the analytic work necessary for exploring various important claims about “purity,” “content,” and other relevant notions.

scholarly journals La "stereotomia scientifica" in Amédée François Frézier

2012 ◽  
Author(s):  
Marta Salvatore
Keyword(s):  
Plane Surface ◽  
Descriptive Geometry ◽  
Graphical Methods ◽  
Rigorous Theory ◽  
Gaspard Monge ◽  
Solid Geometry ◽  
Knowledge Set ◽  
Bona Fide ◽  
The Subject

Cut-stone constructions are made of pre-hewn blocks dry assembled on top of each other. Owing to the formal complexity characteristic of these works, in order to design them it is necessary to have knowledge of the theory of lines, surfaces and their properties, as well as knowledge of the representation methods capable of rendering them on a plane surface. This knowledge set makes stereotomy the science that anticipates, in terms of theory and tools, modern descriptive geometry. These are the reasons for seeking the beginnings of descriptive geometry in stereotomy, that is, the reasons for the transformation of the mason's art of cutting stone into a bona fide science. Frézier's work fits among the last theoretical essays prior to the géométrie descriptive of Gaspard Monge. It is a treaty on solid geometry, devoted to the shape of the bodies, their intersections and the graphical methods necessary to represent them on a plane. In it the author draws up a rigorous theory that puts in place over two centuries of knowledge and experimentation on the subject of cutting stones.

scholarly journals Increasing Of Geometry Learning Outcomes Using Savi Method With Fifth Grade

2018 ◽  
Vol 2 (4) ◽  
pp. 462
Author(s):  
Defrina Martha Widyawati ◽  
Stefanus C. Relmasira ◽  
Janelle L. Juneau
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Fifth Grade ◽  
Solid Geometry ◽  
The Subject ◽  
Research Type ◽  
Geometry Learning

The purposes of this research are to know if the implementation of SAVI method is able to increase the mathematics learning outcomes at SD Negeri Gedangan 01 Tuntang and describing the implementation of SAVI Method. This research type is collaboration classroom action research. The subject of this research is the fifth grade of SD Negeri Gedangan 01 Tuntang consists of 21 students. The research instruments used to collect the data are observation sheets and evaluation test that analyzed by quantitatively. The result shows academic achievement increase to 33% from the pre-cycle to cycle one. In cycle two, the score was significantly increased to 48%. The reason why researcher used the SAVI method is because it focuses on the all sense of students that used in the learning process. Researcher used video interactive, some picture, some activities such as arranged the puzzle and tangram; make the solid geometry from the wood lighter and this activity made students to use their all sense. The condition of the teaching and learning process had been conducive and enthusiast from the all students in grades five. Students have many types of learning style like visual, audio, kinesthetic, and tactile. Thus, when SAVI was implemented students got the chance to learn well in the teaching and learning process

The Art of Teaching: The Use of Models in the Teaching of Plane Geometry

1944 ◽  
Vol 37 (6) ◽  
pp. 272-277
Author(s):  
Frances M. Burns
Keyword(s):  
Plane Geometry ◽  
Visual Impression ◽  
Solid Geometry ◽  
Art Of Teaching ◽  
Accepted Practice ◽  
Third Dimension ◽  
Beginning Students ◽  
Use Of Models

The use of models in the teaching of solid geometry has long been an accepted practice, but in plane geometry they have found little favor. Although not complicated by a third dimension, many of the relationships of plane geometry are difficult for beginning students to understand. The visual impression created by a model often clarifies the meaning of a proposition or leads to a generalization. The purpose of this article is not to present a case to justify their use, but rather to indicate some ways in which the writer's plane geometry classes have found them helpful.

The Art of Teaching: Teaching Solid Geometry

1943 ◽  
Vol 36 (3) ◽  
pp. 126-128
Author(s):  
Nancy C. Wylie
Keyword(s):  
Mathematics Teacher ◽  
Euclidean Geometry ◽  
Three Dimensional ◽  
Solid Geometry ◽  
Art Of Teaching ◽  
Spatial Imagination

This Article is corroborating and supplementing the timely suggestions made by James V. Bernardo in the January 1940 issue of The Mathematics Teacher, on the teaching of solid geometry. I say, timely; first, because of its contribution to the meager body of material on the teaching of these books of Euclidean geometry; second, because most instructors are ready to begin a new semester and desire all additional light on methods of presenting the three-dimensional concepts. Any aids for perfecting technique that will enable the instructor to help the pupil in developing his spatial imagination will, very probably, be received with enthusiasm.

The Teaching of Solid Geometry at the University of Vermont

1937 ◽  
Vol 30 (7) ◽  
pp. 326-330
Author(s):  
G. H. Nicholson
Keyword(s):  
Teaching Experience ◽  
Formal Proof ◽  
Solid Geometry ◽  
The Subject ◽  
The University ◽  
University Of Vermont

My teaching experience of solid geometry extends over ten years. During the first few years, I taught the subject as beginners usually do. I selected a textbook, wrote an assignment on the board, the extent of which was decided after the number of propositions to be taught had been carefully divided by the number of lectures to be given during the semester. Each assignment included several exercises. Frequently I would give certain propositions to definite members of the class, either as a home assignment or as a class exercise. These students would put the statement, figure, hypothesis and conclusion on the board. Several would do this each day during the first few minutes, then they would give the formal proof, either orally or in writing. The exercises were dealt with similarly. If the work was not carefully done I would go over it myself. Every now and then I would ask the class to pass in exercises and theorems completely demonstrated; and, when we were studying the last two books, computation problems involving the pyramid, prism, cylinder, cone and sphere were given.

The Art of Teaching: Rectangular Coordinates and Signed Numbers in Seventh Grade Mathematics

1949 ◽  
Vol 42 (4) ◽  
pp. 200-201
Author(s):  
Max A. Sobel
Keyword(s):  
High School ◽  
College Algebra ◽  
Columbia University ◽  
Seventh Grade ◽  
Teaching Process ◽  
School Group ◽  
Rectangular Coordinates ◽  
Mathematics Professor ◽  
The Subject ◽  
Art Of Teaching

In discussing modern trends in mathematics, Professor Reeve of Columbia University, has often mentioned the gradual “leveling down” in this field. That is, instead of introducing various phases of the subject at an earlier stage of the teaching process, it is deferred until later. Thus we are now able to find college algebra texts that should provide no challenge to a good high-school group.

The Art of Teaching: An Experiment in the Teaching of Geometry

1947 ◽  
Vol 40 (2) ◽  
pp. 84-88
Author(s):  
Wynette Fowler
Keyword(s):  
Original Work ◽  
First Year ◽  
Not Given ◽  
School Year ◽  
Considerable Research ◽  
The Subject ◽  
Art Of Teaching

For the school year of 1944-45, 1 was to have only geometry classes. I felt the need of some decided change in the methods of approach to the subject as well as in the results I had obtained before. The exasperation I had felt when students, who were perfectly capable of doing some original work, were satisfied to copy from the book or memorize what was given there led me to try a plan where the text was not given to each student, but used only as a classroom workbook. Thus, during the summer of 1944, after considerable research and study, I decided to combine some ideas from my study with those from my own experience into an outline for the course in geometry which I was to teach. In view of the results of the first year, the same plan was followed in 1945-46.

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