Exchange: Geometry in the Middle School: An Exchange of Ideas and Experiences

1998 ◽  
Vol 3 (6) ◽  
pp. 412-415
Author(s):  
C. Patrick Collier ◽  
Tina Pateracki
Keyword(s):  
Middle School ◽  
Middle School Student ◽  
School Mathematics ◽  
Traditional Role ◽  
Evaluation Standards ◽  
Geometric Models ◽  
Geometric Patterns ◽  
Middle Schoolers

Geometry and measurement represent two of the nine content strands in the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and thirteen of the forty-nine objectives for grades 5-8. In addition, several other content strands have explicit connections to geometry. For example, some of the “patterns and functions” deal with geometric patterns, and some of the probability is in geometric settings. The Standards document describes a vision for the role of geometry and measurement that is different from, and larger than, the traditional role. No longer is it to be a “frills” topic relegated to the back of commonly used textbooks nor restricted to identifying figures and reciting a litany of their properties. Instead, geometry should encompass a variety of experiences in which middle schoolers create their own understanding of the relationships in our multidimensional world. Geometric models should be used to analyze, interpret, and solve problems from probability, algebra, and other areas of mathematics. That is, geometry should take a place among the major topics of emphasis in the mathematics study of a middle school student.

Probability, Problem Formulation, and Two-Player Games

1994 ◽  
Vol 87 (3) ◽  
pp. 154-159
Author(s):  
Philip G. Buckhiester
Keyword(s):  
Decision Making ◽  
Original Problem ◽  
Problem Formulation ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Probability Problem ◽  
Stated Problem

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) states in Standard 11 for grades 9 through 12 that students should have opportunities to “use experimental and theoretical probabilities to represent and solve problems involving uncertainty.” Standard 1 emphasizes the importance of students' learning to “formulate problems from situations within and outside mathematics.” This article discusses a simply stated problem involving uncertainty that students can investigate experimentally or theoretically. The problem places students in the role of problem formulator by giving them opportunities to generate various interesting problems of their own on the basis of a given situation. By changing certain characteristics of the original problem, students can be introduced to some fundamental concepts of decision making in two-player games.

The Pond: Doing Research Together

1996 ◽  
Vol 1 (9) ◽  
pp. 696-704
Author(s):  
Kevin Kinneavy
Keyword(s):  
Middle School ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Approaches To Teaching ◽  
Interdisciplinary Instruction ◽  
Evaluation Standards ◽  
Interdisciplinary Approaches ◽  
Middle School Concept ◽  
School Concept

Interdisciplinary approaches to teaching all subjects are central to the middle school concept. Such approaches can be especially useful for teaching mathematics, a subject that has traditionally been the bane of many students' existence. The NCTM recognizes the importance of interdisciplinary instruction in its Curriculum and Evaluation Standards for School Mathematics (1989, 84).

The study of the obstacles and errors in the modern didactics. Particularizations for middle school mathematics: Methodological aspects of empirical research

2018 ◽  
Vol 1 (1-2) ◽  
pp. 114-129
Author(s):  
Daniela Căprioară
Keyword(s):  
Middle School ◽  
Empirical Research ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Learning Approach ◽  
New Paradigm ◽  
Methodological Aspects

The learning approach in a constructivist manner implies, among other things, considering the obstacles that arise in carrying out this process and are manifest, if they are not overcome, at the level of the learning outcome, by errors. In mathematics learning, some of these obstacles are isolated and more difficult to control didactically. However, most of them have a phenomenological character and, consequently, the identification of their nature (epistemological, psychological or didactic (Astolfi, 1997)) is required. This co-ordinate sets new dimensions to the didactic field, generating a new paradigm concerning the role of errors in mathematics study.

Playful Transition

2018 ◽  
pp. 369-396
Author(s):  
Anne Elizabeth Snyder ◽  
Victoria Van Voorhis
Keyword(s):  
Middle School ◽  
Serious Games ◽  
Middle School Student ◽  
School Education ◽  
Middle School Education ◽  
Age Group ◽  
School Day ◽  
The Rich

What is the role of play in middle school education? Typically, play is not integrated into the middle school day to the same degree as in elementary school, yet researchers have found that children in this age group are perfectly primed to learn from the rich experiences offered through play. Serious games, which blend content and skill instruction with entertaining play, provide an ideal mechanism for addressing the unique needs of the middle school student. This chapter provides game designers, instructors, and other stakeholders with an overview of the typical middle school student, as well as the role of serious games in middle school education. Drawing from a case study of an actual game under development, the authors present specific design principles in order to guide stakeholders in the design and use of serious and learning games in the middle school classroom.

Abi, A. M. (2016). Integrasi Etnomatematika Dalam Kurikulum Matematika Sekolah. Jurnal Pendidikan Matematika Indonesia, 1-6. François, K. (2009). The Role of Ethnomathematics within Mathematics Education. Proceedings of CERME 6 (pp. 1517-1526). Lyon France: INRP 2010. Mansur HR. (2015, February). Menciptakan Pembelajaran Efektif melalui Apersepsi. Retrieved from LPMP Sulsel: http://www.lpmpsulsel.net/v2/index.php?option=com_content&view=article&id=327:pembelajaran‐efektif‐ M.Balamurugan. (2015). ETHNOMATHEMATICS; AN APPROACH FOR LEARNING MATHEMATICS FROM MULTICULTURAL PERSPECTIVES. INTERNATIONAL JOURNAL OF MODERN RESEARCH AND REVIEWS, 716-720. NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. Snipes, V., & Moses, P. (2001). Linking Mathematics and Culture to Teach Geometry Concepts. Retrieved from Semantic Scholar: https://www.semanticscholar.org/paper/Linking-Mathematics-and-Culture-to-Teach-Geometry-Snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179 Stylianides, A. J., & Stylianides, G. J. (2007). Learning Mathematics with Understanding: A Critical Consideration of the Learning Principle in the Principles and Standards for School Mathematics. The Mathematics Enthusiast, 103-114. Sukayati, & Suharjana, A. (2009). PEMANFAATAN ALAT PERAGA MATEMATIKA DALAM PEMBELAJARAN DI SD. Yogyakarta: PPPPTK Matematika Yogyakarta. Wijaya, A., Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 555-584. Yusuf, M. W., Ibrahim Saidu, I., & Halliru, A. (2010). ETHNOMATHEMATICS (A Mathematical Game in Hausa Culture). International Journal of Mathematical Science Education, 36-42. Yvette d’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia - Social and Behavioral Sciences, 2818 – 2824.

2017 ◽  
Vol 3 (2) ◽  
pp. 1928-1941
Author(s):  
Ernawati . ◽  
◽  
Kurniawati . ◽  
Keyword(s):  
School Mathematics ◽  
Mathematical Science ◽  
Evaluation Standards ◽  
Mathematics Tasks ◽  
Learning Mathematics ◽  
Mathematical Game ◽  
Principles And Standards ◽  
Multicultural Perspectives ◽  
Critical Consideration

Having Fun with Baseball Statistics

1996 ◽  
Vol 1 (10) ◽  
pp. 780-785
Author(s):  
Robert J. Quinn
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
School Mathematics ◽  
School Teachers ◽  
Evaluation Standards ◽  
Cartesian Coordinates ◽  
Probability And Statistics

How often have middle school teachers had to ask students to put away their baseball cards? The lesson described in this article capitalizes on students' interest in sports while providing valuable instruction on a variety of appropriate mathematical topics. Specifically, this lesson meets the recommendations of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) by integrating the study of fractions, decimals, percents, rounding, Cartesian coordinates, probability, and statistics in a cooperative setting that allows students to have fun as they learn.

Birthdays and the Binary System: A Magical Mixture

1997 ◽  
Vol 3 (1) ◽  
pp. 6-12
Author(s):  
Karen S. Karp ◽  
Robert N. Ronau
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Binary System ◽  
School Mathematics ◽  
School Level ◽  
Birth Date ◽  
School Students ◽  
Evaluation Standards ◽  
System A ◽  
Middle School Level

Middle school students rank their birthday as being the most important day of the year for them and one that they eagerly anticipate, according to an informal poll. Teachers can capitalize on this interest by engaging them in the mathematical birth-date activities described in this article. Applications and tasks that are relevant to students' lives have been shown to motivate students at the middle school level, according to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

Teaching Mathematics with Technology: Exploring Geometry with The Geometer's Sketchpad

1992 ◽  
Vol 40 (3) ◽  
pp. 187-191
Keyword(s):  
Middle School ◽  
School Mathematics ◽  
Teaching Mathematics ◽  
Geometer's Sketchpad ◽  
Curriculum Standards ◽  
Older Students ◽  
Evaluation Standards ◽  
Geometric Objects ◽  
Elementary And Middle School

Have you ever thought of exploring geometric relationships on the computer? The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) challenges us to pay increased attention to “developing an understanding of geometric objects and relationships” and “using geometry in solving problems” (p.70). The document also advises placing decreased emphasis on memorizing geometric vocabulary, facts, and relationships. This article describes several geometric investigations that were developed in the spirit of the curriculum standards and are appropriate for use at advanced elementary and middle school levels, as well as with older students. They encourage exploration, creativity, and discovery.

Playful Transition

2016 ◽  
pp. 195-221
Author(s):  
Anne Elizabeth Snyder ◽  
Victoria Van Voorhis
Keyword(s):  
Middle School ◽  
Serious Games ◽  
Middle School Student ◽  
School Education ◽  
Middle School Education ◽  
Age Group ◽  
School Day ◽  
The Rich

What is the role of play in middle school education? Typically, play is not integrated into the middle school day to the same degree as in elementary school, yet researchers have found that children in this age group are perfectly primed to learn from the rich experiences offered through play. Serious games, which blend content and skill instruction with entertaining play, provide an ideal mechanism for addressing the unique needs of the middle school student. This chapter provides game designers, instructors, and other stakeholders with an overview of the typical middle school student, as well as the role of serious games in middle school education. Drawing from a case study of an actual game under development, the authors present specific design principles in order to guide stakeholders in the design and use of serious and learning games in the middle school classroom.

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