Elementary and Middle School Children's Comprehension of Euclidean Transformations

1976 ◽  
Vol 7 (1) ◽  
pp. 40-52
Author(s):  
F. Richard Kidder
Keyword(s):  
Middle School ◽  
Mental Image ◽  
School Curriculum ◽  
Research Data ◽  
Correct Position ◽  
Mathematics Educators ◽  
And Mathematics ◽  
Planar Figure ◽  
Elementary And Middle School ◽  
Transformational Geometry

A recurring question of interest to curriculum writers and mathematics educators is the following: “What geometry should be taught in the elementary and middle schools, at what age, and in what context?” Substantive recommendations for the inclusion of transformational geometry in the elementary and middle school curriculum have been made and are being implemented. However, there is a scarcity of research data on which to base these innovations. More specifically, little empirical evidence exists concerning the spatial capability of children with respect to Euclidean transformations. Hence, the present study was devised to investigate 9, 11, and 13 year-old children's comprehension of Euclidean transformations; that is, to investigate their ability to form a mental image of a planar figure, to perform a mental operation (a Euclidean transformation) on this representation, and then to construct the resultant in correct position.

A Study of STEM Assessments in Engineering, Science, and Mathematics for Elementary and Middle School Students

2015 ◽  
Vol 115 (2) ◽  
pp. 66-74 ◽  
Author(s):  
Michael Harwell ◽  
Mario Moreno ◽  
Alison Phillips ◽  
S. Selcen Guzey ◽  
Tamara J. Moore ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Engineering Science ◽  
School Students ◽  
And Mathematics ◽  
Elementary And Middle School

Descriptive geometry in middle school mathematics teaching in Japan (1905-1946)

2020 ◽  
pp. 57-72
Author(s):  
Kei Kataoka
Keyword(s):  
Middle School ◽  
Secondary School ◽  
20Th Century ◽  
School Curriculum ◽  
Descriptive Geometry ◽  
Early 20Th Century ◽  
Meiji Restoration ◽  
Solid Geometry ◽  
Secondary School Curriculum ◽  
And Mathematics

Teaching of descriptive geometry began in 18th-century France and became widespread in tertiary and secondary education worldwide throughout the 19th century. Until the 20th century, educators often described two aims of descriptive geometry – technical education and mathematics education. In Japan, descriptive geometry was introduced into engineering and artistic higher education after the Meiji Restoration of 1868. Descriptive geometry became part of the general secondary school curriculum in the 1880s, but it had been taught under the auspices of arts and crafts education rather than mathematics. In the early 20th century, Japanese mathematics educators began to focus on descriptive geometry as a way to reform solid geometry. When Japan’s secondary school curriculum was revised in 1942, descriptive geometry was included in solid geometry and mathematics for the first time. Although this curriculum lasted only until 1946, it was the fruit of many educators’ labors and is worthy of examination. This paper examines several books and documents from the early 20th-century Japan and shows that there was a technical, mathematics-oriented debate about the aim of descriptive geometry teaching as seen in Europe. Keywords: descriptive geometry, solid geometry, secondary school, middle school, Nobutaro Nabeshima, Minoru Kuroda

Division with Fractions

1996 ◽  
Vol 2 (2) ◽  
pp. 116-119
Author(s):  
Douald Nowlin
Keyword(s):  
Middle School ◽  
Prospective Teachers ◽  
Real World ◽  
Rational Numbers ◽  
School Curriculum ◽  
Middle School Curriculum ◽  
Real World Applications ◽  
Elementary And Middle School

Although operations with fractions have been in the elementary and middle school curriculum for many years, finding examples of practical problems that illustrate the usefulness of division with fractions and mixed numbers is not easy. Most real-world applications of rational numbers involve decimal numerals (Usiskin and Bell 1984), but examples of division with fractions and mixed numbers are often obviously contrived. In addition, many teachers and prospective teachers have difficulty constructing examples and concrete models for the operation of division with fractions (Borko 1992; Ball 1988).

NCTM Launches First Issue of Mathematics Teaching in the Middle School April 1994

1993 ◽  
Vol 41 (1) ◽  
pp. 6-7
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teaching ◽  
Middle Grades ◽  
Learning Needs ◽  
School Students ◽  
School Grades ◽  
Mathematical Abstraction ◽  
Mathematics Educators ◽  
And Mathematics

NCTM is proud to announce a new resource for students, teachers, and mathematics educators. This journal wlll address the learning needs of all middle school students, the demands these needs place on their teachers, and issues that capture the Vitality of mathematics and the characteristics of the middle-grades student. The new journal will focus on intuitive. exploratory investigations that help students develop a strong, conceptual mathematical base. Such a foundation leads to greater mathematical abstraction, as appropriate for middle school grades.

scholarly journals UPAYA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU DALAM MENERAPKAN PROSES PEMBELAJARAN BERBASIS PENDEKATAN SAINTIFIK MELALUI SUPERVISI KUNJUNGAN KELAS DI SMPN 18 DUMAI

2019 ◽  
Vol 3 (4) ◽  
Author(s):  
Edy Ahmad
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Learning Process ◽  
Data Reduction ◽  
Research Data ◽  
Scientific Approach ◽  
Public Middle School ◽  
Pedagogical Competence ◽  
And Mathematics ◽  
Mathematics Research

This research is motivated by the 2013 curriculum that requires learning that is able to improve student competence in aspects of knowledge, skills and attitudes. The purpose of this study is to increase the pedagogical competence of teachers in applying scientific approach based learning through supervision of class visits. This research was conducted at 18 Dumai Public Middle School starting February 11 to March 30, 2019. The subjects of this study were 8 science teachers in the field of science and mathematics. Research data in the form of documents, observation sheets, and interviews. Data were analyzed through 3 steps, namely: data reduction, data exposure, and conclusions. The results of this study conclude that the supervision of class visits can improve the pedagogical competence of teachers in applying the learning process based on the scientific approach at Dumai 18 Public Middle School. The percentage of teacher pedagogic competence in the first cycle was 55%, which included the less category increased in the second cycle to 79% in the good category.

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