The Art of Teaching: Vocabulary in Plane Geometry

1942 ◽  
Vol 35 (7) ◽  
pp. 331
Author(s):  
Earl R. Keesler
Keyword(s):  
Plane Geometry ◽  
New Words ◽  
Extra Effort ◽  
Technical Vocabulary ◽  
Art Of Teaching ◽  
Integration Project

Since the technical vocabulary of geometry is composed largely of derivatives from Latin and Greek words, the teaching of their history together with pronunciation, meaning, spelling and use should be included as an important part of the course. English equivalents make it much easier to remember definitions which otherwise may be memorized mechanically. For this reason it is sound practice to discuss derivations whenever they may aid in the assimilation of new words. The Latin and history departments are always more than willing to cooperate in such an integration project, while the increased interest and understanding are well worth the extra effort and planning.

The Art of Teaching: A Device for Teaching Locus

1941 ◽  
Vol 34 (6) ◽  
pp. 279
Author(s):  
Margaret C. Amig
Keyword(s):  
Plane Geometry ◽  
Key Points ◽  
Art Of Teaching ◽  
Set Of Points

By the time the pupil has reached locus problems (about the beginning of the second semester of plane geometry), he is pretty well acquainted with figures and has learned to observe relationships between their parts—points, lines, and angles. He has been taught to pick the hypothesis out of a statement and draw a figure to illustrate it. With the figure before him, his task is then to discover or to prove certain conclusions about the figure. Locus problems must be approached in a very different way. No description of the figure is presented to the pupil nor is he expected to draw a figure all at once. The problem is to use certain key points or lines in order to locate a set of points which obey certain given conditions. In other words the pupil is to show how a figure grows rather than merely to produce one.

scholarly journals 'We learn as we go': How acquisition of a technical vocabulary is supported during vocational training

2021 ◽  
Author(s):  
E McLaughlin ◽  
Jean Parkinson
Keyword(s):  
New Zealand ◽  
Language Development ◽  
Vocational Training ◽  
Practical Training ◽  
Training Context ◽  
Training Environment ◽  
Building Site ◽  
New Words ◽  
Technical Vocabulary ◽  
Insight Into

© 2017 Elsevier Ltd This study provides insights into language development in a trades training context in New Zealand. Its key focus is to identify how the acquisition of the specialised words is supported in a primarily practical training environment. Transcribed recordings of 16.5 h of talk on a building site and in theory classrooms, along with interviews with tutors and learners, were analysed to explore the extent and nature of episodes where attention is drawn to the specialised terms and provide insight into strategies for and beliefs about learning these new words. Findings show that both tutors and learners do draw attention to the language they are using, primarily the meanings associated with new forms, mainly through tutor-talk and tutor-learner interaction. This description of how experienced tutors support their trainees' vocabulary acquisition is likely to be of value to new and experienced tutors in trades teaching and beyond.

scholarly journals STUDENTS’ PERCEPTION ON LEARNING TECHNICAL VOCABULARIES THROUGH VOCABULARY SELF-COLLECTION STRATEGY

2020 ◽  
Vol 8 (4) ◽  
pp. 391
Author(s):  
Difa Viola ◽  
Elih Sutisna Yanto ◽  
Mobit Mobit
Keyword(s):  
Qualitative Methodology ◽  
Virtual Classroom ◽  
Vocational High School ◽  
Structured Interviews ◽  
Vocabulary Size ◽  
New Words ◽  
Technical Vocabulary ◽  
Research Questions ◽  
Audio Video ◽  
Engineering Journal

The objective of this research was to investigate vocational students’ perception on learning technical vocabularies through Vocabulary Self-Collection Strategy. This research provides two research questions, 1) In what ways Vocabulary Self-Collection Strategy facilitate students in learning technical vocabulary? 2) What are the constraints of the students in the learning of technical vocabulary using Vocabulary Self-Collection Strategy? This research was using qualitative methodology and virtual classroom action research as a research design due to the pandemic of Covid-19. The participants of this research are grade 10th students of audio-video engineering from one of vocational high school in Karawang, West Java, Indonesia. A chosen audio-video engineering journal was distributed in order for the students to explored and selected new important words and added the information they got from it to vocabulary self-collection strategy (VSS) chart. And also semi-structured interviews have completed to know their perception on vocabulary self-collection strategy during learning technical vocabulary using VSS (selecting and nominating new words). The result of this study showed that vocabulary self-collection strategy had positive impacts to students’ vocabulary size, their ability to comprehend text and the constraints that the students had during the VSS process.

The Art of Teaching: A New Technique in Handling the Congruence Theorems in Plane Geometry

1943 ◽  
Vol 36 (5) ◽  
pp. 237-239
Author(s):  
Ralph C. Miller
Keyword(s):  
Isosceles Triangle ◽  
Usual Method ◽  
Plane Geometry ◽  
New Technique ◽  
The Third ◽  
Art Of Teaching ◽  
A New Technique ◽  
Congruence Theorem

The Usual method of proof employed in the congruence theorems kills, rather than stimulates, the interest of many students being introduced to geometry. The customary method of superposition applies some very nice axioms and postulates, but leaves the student mystified as to what it is all about. The fact the assumption, that an angle can be bisected, is used to prove the isosceles triangle theorem, which is used to prove the third congruence theorem (s.s.s. equals s.s.s.), which in turn is used to prove the original assumption (that an angle can be bisected) should contribute much to the added confusion of an alert student.

scholarly journals 'We learn as we go': How acquisition of a technical vocabulary is supported during vocational training

2021 ◽  
Author(s):  
E McLaughlin ◽  
Jean Parkinson
Keyword(s):  
New Zealand ◽  
Language Development ◽  
Vocational Training ◽  
Practical Training ◽  
Training Context ◽  
Training Environment ◽  
Building Site ◽  
New Words ◽  
Technical Vocabulary ◽  
Insight Into

© 2017 Elsevier Ltd This study provides insights into language development in a trades training context in New Zealand. Its key focus is to identify how the acquisition of the specialised words is supported in a primarily practical training environment. Transcribed recordings of 16.5 h of talk on a building site and in theory classrooms, along with interviews with tutors and learners, were analysed to explore the extent and nature of episodes where attention is drawn to the specialised terms and provide insight into strategies for and beliefs about learning these new words. Findings show that both tutors and learners do draw attention to the language they are using, primarily the meanings associated with new forms, mainly through tutor-talk and tutor-learner interaction. This description of how experienced tutors support their trainees' vocabulary acquisition is likely to be of value to new and experienced tutors in trades teaching and beyond.

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 A New Department

1936 ◽  
Vol 29 (7) ◽  
pp. 346
Author(s):  
Margaret Amig
Keyword(s):  
Isosceles Triangle ◽  
Plane Geometry ◽  
Formal Proofs ◽  
Common Error ◽  
Formal Geometry ◽  
Art Of Teaching

I have found a very slight departure from the usual arrangement of a proposition in plane geometry, very effective in helping pupils to surmount a common difficulty and to avoid a common error. Most beginners find it hard to see why formal proofs of geometric facts are necessary and some are openly rebellious at the idea of giving tedious demonstrations of the truth of very obvious conclusions. Furthermore many pupils approach formal geometry with a background of intuitive geometry and facts retained from that study are likely to increase the pupil's reluctance to substitute reasoning for inspection. The accepted a rrangement of a proposition—first theorem, then figure, then proof—adds, it seems to me, to his confusion. Why, he asks, should one write at the top of the page or recite that the base angles of an isosceles triangle are equal and then proceed to prove that it is true?

The Art of Teaching

1938 ◽  
Vol 31 (2) ◽  
pp. 78-80
Author(s):  
Daniel Luzon Morris
Keyword(s):  
Plane Geometry ◽  
Solid Geometry ◽  
Art Of Teaching

After a person has passed through the “discipline” of plane geometry, solid geometry, and trigonometry, he sometimes realizes the transcendent beauty of plane geometry. Why should he not realize this while he is learning it?

The Art Of Teaching: You Can Make Them

1942 ◽  
Vol 35 (4) ◽  
pp. 182-183
Author(s):  
Clara O. Larson
Keyword(s):  
Plane Geometry ◽  
Art Of Teaching

To handle things or to touch them gives a significance and concreteness that no amount of looking, drawing or thinking can give. For optional work in my plane geometry classes some of the boys made models, some from old erector sets and some from wood.

THE ESSENTIAL TECHNICAL VOCABULARY OF PLANE GEOMETRY

1932 ◽  
Vol 32 (5) ◽  
pp. 487-489 ◽  
Author(s):  
S. L. Pressey ◽  
L. C. Pressey ◽  
R. C. Zook
Keyword(s):  
Plane Geometry ◽  
Technical Vocabulary
Sign in / Sign up

Export Citation Format

Share Document