Transforming Middle School Geometry Instruction

2019 ◽  
Vol 24 (7) ◽  
pp. 414-421
Author(s):  
Peter Wiles ◽  
Travis Lemon ◽  
Alessandra King
Keyword(s):  
Middle School ◽  
School Geometry ◽  
Rigid Transformations ◽  
Geometry Instruction

Students move from slides, flips, and turns into reasoning about the characteristics of rigid transformations.

On My Mind: Proof and the Middle School Mathematics Student

1995 ◽  
Vol 1 (7) ◽  
pp. 516-518
Author(s):  
James M. Sconyers
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
Middle School Mathematics ◽  
Basic Logic ◽  
School Students ◽  
High School Geometry ◽  
School Geometry ◽  
Mathematics Student ◽  
Geometry Class

Is proof perceived as being rigid and formal? Something that students should first encounter in high school? Does a concern involve students' having difficulty when they finally confront the idea of proof, perhaps in their high school geometry class? One likely reason for this unease with proof is that it is so often left out of any work in mathematics until students reach high school. They are then overwhelmed, since it is so unfamiliar. This outcome is not inevitable. Middle school students are capable of grasping the basic logic of proof and should be given the opportunity to encounter it.

scholarly journals An analysis of mathematical tasks in the middle school geometry

2013 ◽  
Vol 52 (1) ◽  
pp. 111-128 ◽  
Author(s):  
JiHyun Kwon ◽  
Gooyeon Kim
Keyword(s):  
Middle School ◽  
Mathematical Tasks ◽  
School Geometry

scholarly journals Application of the Methodology Mathematical Fights When Learning Geometry

2019 ◽  
Vol 22 (6) ◽  
pp. 655-659
Author(s):  
Андрей Александрович Масленков ◽  
Александр Ефимович Масленков ◽  
Сергей Александрович Масленков
Keyword(s):  
Middle School ◽  
School Geometry

Individual geometry projects for the seventh, eighth, and ninth grades of middle school were created. Each project contains twelve tasks. Each task is described using a drawing. By defending school geometry projects, students engage in the geometric battle.

Transformations and Technology: What Path to Follow?

2004 ◽  
Vol 9 (7) ◽  
pp. 392-397
Author(s):  
Brad Glass
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School ◽  
Middle School Mathematics ◽  
Geometer's Sketchpad ◽  
Geometric Transformations ◽  
High School Geometry ◽  
School Geometry ◽  
Mathematics Curricula ◽  
The Relationship

Many of the new elementary sCHOOL and middle school mathematics curricula provide students with opportunities to encounter geometric transformations. Some of the curricula (e.g., MATHThematics, Math Trailblazers, and Investigations in Number, Data, and Space) introduce transformations (such as translations, reflections, and rotations) as motions (slides, flips, and turns) undergone by familiar shapes. How can we make the most of these experiences to ensure that our students are prepared for high school geometry courses? One way is to find out what students understand about transformations and to address any misconceptions they have regarding transformations. In working with eight eighth-grade prealgebra students, I identified one possible misconception as they completed a set of activities using The Geometer's Sketchpad (Jackiw 2001). The students focused on the path followed by a shape, rather than on the relationship between the preimage and image shapes, thereby leading them to incorrect conclusions regarding the equivalency of transformations. The technology-based activities helped some of the students begin to rectify this misconception.

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