Families Ask: Geometry: More than Just Shapes

2006 ◽  
Vol 12 (2) ◽  
pp. 100-101
Author(s):  
David Allen
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
School Experiences ◽  
Complex Relationship ◽  
Abstract Reasoning ◽  
Thought Processes ◽  
School Students ◽  
High School Geometry ◽  
School Geometry

Think back to the geometry you experienced as an elementary school student. Now recall a problem from high school geometry. Often, geometry tasks at the younger grades are limited to identifying shapes or labeling properties; in high school, students are expected to use abstract reasoning to prove a complex relationship. Instruction in geometry has traditionally been overlooked during middle school, which causes a gap between elementary school experiences and the thought processes required in high school.

The Incorporation of Geometer’s Sketchpad in a High School Geometry Curriculum

2013 ◽  
pp. 639-646
Author(s):  
Lisa Ames ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Knowledge ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Geometer's Sketchpad ◽  
School Students ◽  
Mathematics Standards ◽  
High School Geometry ◽  
School Geometry

The Common Core State Mathematics Standards (CCSSM) recommend that technology should be integrated into teaching and learning Mathematics. This chapter addresses how the Geometer’s Sketchpad computer program can support students’ thinking skills and learning outcomes in a high school geometry class, in particular for more effectively addressing the High School Geometry Standards (CCSSM: G.CO.10, G.CO. 11, and G.CO. 12). The findings from the study presented in this chapter indicate that this tool can help high school students increase their learning of geometry in terms of inductive reasoning and conceptual knowledge, but may not help improve students’ motivation to learn geometry.

scholarly journals High school students interpretations and use of diagrams in geometry proofs

2017 ◽  
Author(s):  
◽  
Ruveyda Karaman
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Clinical Interviews ◽  
High School Geometry ◽  
Geometrical Reasoning ◽  
School Geometry ◽  
Study Participants ◽  
Reasoning Study

In high school geometry, proving theorems and applying them to geometry problems is an expectation from high school students (CCSSI, 2010). Diagrams are considered as an essential part of the geometry proofs because diagrams are included in a typical geometric statement such as a claim or problem (Manders, 2008; Shin et al., 2001). This interview-based study investigated how high school students interpret and use diagrams during the process of proving geometric claims. Particular attention is given to the semiotic resources such as symbols, visuals, and gestures that students draw from the diagrams to develop their proving activities. Hence, the goal of the current study is to contribute to the mathematics education field by providing insights into the details of semiotic aspects of diagrammatic reasoning. Study participants were grade 10-12 high school students and data was collected through one-on-one task- based clinical interviews. In general, students focused on the figural properties of the diagrams more frequently than the conceptual properties of the diagrams in their proofs even when they produced a new diagram or multiple diagrams. Regarding the semiotic structure of students' proving process, gesture resources were prominent in the semiotic structure of students' proving process in diagram-given tasks. The findings also suggested that, in general, some visual resources such as drawing a new figure or multiple figures occurred regularly in particular tasks such as diagram-free tasks with non- diagrammatic register or truth-unknown features. Overall, the frameworks used in this study showed how important it is to consider the mathematics as multi semiotic, understanding the role of gestures in students' geometrical reasoning.

The Incorporation of Geometer’s Sketchpad in a High School Geometry Curriculum

2013 ◽  
pp. 102-109
Author(s):  
Lisa Ames ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Knowledge ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Geometer's Sketchpad ◽  
School Students ◽  
Mathematics Standards ◽  
High School Geometry ◽  
School Geometry

The Common Core State Mathematics Standards (CCSSM) recommend that technology should be integrated into teaching and learning Mathematics. This chapter addresses how the Geometer’s Sketchpad computer program can support students’ thinking skills and learning outcomes in a high school geometry class, in particular for more effectively addressing the High School Geometry Standards (CCSSM: G.CO.10, G.CO. 11, and G.CO. 12). The findings from the study presented in this chapter indicate that this tool can help high school students increase their learning of geometry in terms of inductive reasoning and conceptual knowledge, but may not help improve students’ motivation to learn geometry.

Using Puzzles to Teach the Pythagorean Theorem

1989 ◽  
Vol 82 (5) ◽  
pp. 336-339 ◽  
Author(s):  
James E. Beamer
Keyword(s):  
High School ◽  
High School Students ◽  
Careful Analysis ◽  
Pythagorean Theorem ◽  
Alternative Proof ◽  
School Students ◽  
High School Geometry ◽  
School Geometry ◽  
Starting Point ◽  
Senior High School Students

One of the aims of a mathematics prog- gram is to familiarize the students with the Pythagorean theorem. The result, stated algebraically, is c2 = a2 + b2. Stated geometrically, the Pythagorean theorem refers to squares drawn on the three sides of a right triangle. The theorem states that the square drawn on the longest side has exactly the same area as that of the other two squares combined. Is it possible systematically to dissect the two smaller squares into pieces that will cover the larger square? The answer to this question is the focus of this article, which offers sugges-tions about how the Pythagorean theorem can be introduced to students in the middle school years. Enrichment challenges in the form of proofs suitable for high school geometry students are also included. Finally, three proofs of the Pythagorean theorem based on careful analysis of the puzzles are discussed. Senior high school students can be asked to prove that the pieces actually fit and to use this tessellation as a starting point to provide an alternative proof of the theorem.

THE READABILITY OF READING TEXTS IN ENGLISH TEXTBOOK FOR GRADE VIII STUDENTS OF SMP NEGERI 1 KABANJAHE 2016/2017

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Rinaldi Masda Syahputra And Johan Sinulingga
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
School Students ◽  
10Th Grade ◽  
8Th Grade ◽  
English Textbooks ◽  
Readability Formula ◽  
Reading Texts

This research analyzed the readability of reading texts taken from English textbooks for grade VIII students of SMP Negeri 1 Kabanjahe of 2016/2017 entitled English in Focus published by Pusat Perbukuan Departemen Pendidikan Nasional. Being important a textbook as the most used in sources of a class, textbook should be readable and appropriate for the students especially for the reading texts inside it. The goal of this research was to find out how is the readability of those reading texts in the textbook.To describe and investigate the readability, this research used a readability formula measurement called SMOG Grading Formula which is found by G. Harry Mc. Laughlin. The source of the data were 20 reading texts taken randomly from English in Focus textbook.The major findings of the study showed that the readability of 20 reading texts were in the variety level for students within 5th elementary school to the 10th grade high school students level, and it found that 13 of 20 reading texts or about 65% of the data are appropriate for the 8th grade students who are the user of the book. Meanwhile, this research also found reading texts which are not appropriate for the students. There are 3 reading texts are too easy and 4 are too difficult for them. So, 35% reading texts in the data is not appropriate for 8th grade students.

The Development and Learning Effectiveness of a Teaching Module for the Algal Fuel Cell

2012 ◽  
Vol 8 (4) ◽  
pp. 1-15
Author(s):  
Li-Ling Chao ◽  
Yu-Der Wen ◽  
Pin-Chen Chen ◽  
Chung-Chi Lin ◽  
Shu-Hua Lin ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Fuel Cell ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
School Students ◽  
Teaching Module ◽  
Senior High School Students

This study emphasizes student-centered learning principles in developing an algal fuel cell teaching module for a student environmental education program. Using the algal battery, one of the authors (a junior high school science teacher) conducted the teaching module in eight classes, with 67 elementary school students in grade 5, 64 junior high school students in grade 8, and 159 senior high school students in grade 10, respectively. Results from the pre- and post- achievement tests of the algal fuel cell teaching module showed that the average score of elementary school, senior high school, and junior high school students increased by 23.73, 18.09, and 17.42 points, respectively, with a significant difference between post- and pretest scores (p<0.001). The gross average of student responses to the questionnaire was 4.04. The mean score for elementary school students significantly differed (p<0.01) from junior high and senior high school students.

High School Students' Perspectives on the 2001 No Child Left Behind Act's Definition of a Highly Qualified Teacher

2006 ◽  
Vol 76 (4) ◽  
pp. 698-724 ◽  
Author(s):  
VERONICA GARCIA ◽  
WILHEMINA AGBEMAKPLIDO ◽  
HANAN ABDELA ◽  
OSCAR LOPEZ JR. ◽  
RASHIDA REGISTE
Keyword(s):  
High School ◽  
High School Students ◽  
No Child Left Behind ◽  
School Experiences ◽  
Highly Qualified Teacher ◽  
Highly Qualified ◽  
School Students ◽  
Left Behind ◽  
Qualified Teacher ◽  
Definition Of

In this article, four urban high school students and their student leadership and social justice class advisor address the question, "What are high school students' perspectives on the 2001 No Child Left Behind Act's (NCLB) definition of a highly qualified teacher?" As the advisor to the course, Garcia challenged her students to examine their high school experiences with teachers. The students offer personal stories that describe what they consider the critical qualities of teachers — qualities not based solely on the credentials and education status defined by NCLB. The authors suggest that highly qualified teachers should cultivate safe, respectful, culturally sensitive, and responsive learning communities, establish relationships with students' families and communities, express their high expectations for their students through instructional planning and implementation, and know how students learn. This article urges educators and policymakers to consider the students' voices and school experiences when making decisions about their educational needs, including the critical issue of teacher quality.

Arithmetic with Frames

1957 ◽  
Vol 4 (3) ◽  
pp. 119-124
Author(s):  
_ _
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Elementary School Students ◽  
School Mathematics ◽  
School Students ◽  
Project Staff ◽  
University Of Illinois ◽  
The University

The project of the university of Illinois Committee on school Mathematics is primarily concerned with students in grades nine through twelve. Frequently, the Project staff is asked if its work with high school students has implications for students in earlier grades, that is, if in attempting to work out better ways of presenting material to high school students, ideas have occurred for better ways to present mathematics to elementary school students.

Sign in / Sign up

Export Citation Format

Share Document