Creative Teaching Will Produce Creative Students

1994 ◽  
Vol 87 (6) ◽  
pp. 415-418
Author(s):  
Stephen Krulik ◽  
Jesse A. Rudnick
Keyword(s):  
High School ◽  
Problem Solving ◽  
Methods Course ◽  
Creative Teaching ◽  
Creative Reasoning ◽  
High School Geometry ◽  
School Geometry ◽  
Practice Teaching ◽  
Geometry Class ◽  
Practice Teacher

Almost every day in every classroom, an opportunity arises for discussing a problem, solving it, and extending it to help students engage in creative reasoning. This point is constantly emphasized in the preservice methods course that our undergraduate seniors take to coincide with their practice teaching. This article recounts a sequence of activities that occurred in a senior high school geometry class that was conducted by a practice teacher.

A New Angle For Constructing Pentagons

1982 ◽  
Vol 75 (4) ◽  
pp. 288-290
Author(s):  
John Benson ◽  
Debra Borkovitz
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Geometry ◽  
School Geometry ◽  
Traditional High School ◽  
Geometry Class

The traditional high school geometry class can be enhanced by the addition of appropriate problem-solving activities. One such problem, the construction of a pentagon, can be divided into three worth-while tasks.

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.

Spatial Visualization and Gender Differences in High School Geometry

1990 ◽  
Vol 21 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Michael T. Battista
Keyword(s):  
High School ◽  
Gender Differences ◽  
Problem Solving ◽  
Spatial Visualization ◽  
Geometric Problem ◽  
High School Geometry ◽  
Visual Spatial ◽  
School Geometry ◽  
Mental Abilities ◽  
And Gender

The balance between visual-spatial and verbal-logical thought may determine “mathematical casts of mind” that influence how an individual processes mathematical information. Thus, to investigate the role that spatial thinking plays in learning, problem solving, and gender differences in high school geometry, spatial thought was examined along with its counterpart verbal-logical thought. The results suggest that whereas males and females differed in spatial visualization and in their performance in high school geometry, they did not differ in logical reasoning ability or in their use of geometric problem-solving strategies. There was evidence of gender differences in profiles of those mental abilities that are important for geometry performance and of a teacher-by-gender interaction on geometry achievement.

Games, Geometry, and Teaching

1988 ◽  
Vol 81 (4) ◽  
pp. 250-259
Author(s):  
George W. Bright ◽  
John G. Haruey
Keyword(s):  
High School ◽  
Problem Solving ◽  
Problem Solving Skills ◽  
High School Geometry ◽  
School Geometry ◽  
Wide Range

We believe that games can be used effectively in high school geometry both to teach content and to structure practice of problem-solving skills. In part, our belief stems from our research on the use of games in a wide range of situations (Bright, Harvey, and Wheeler 1985). Also, we recognize that games can help teach problem solving (NCTM 1980). By the time you finish reading this article, we hope we will have convinced you to share our belief and to try out our games.

Pixy Stix Segments and the Midpoint Connection

1993 ◽  
Vol 86 (8) ◽  
pp. 668-675
Author(s):  
Ruth McClintock
Keyword(s):  
High School ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Communication Skills ◽  
School Mathematics ◽  
Peter Pan ◽  
Evaluation Standards ◽  
High School Geometry ◽  
Mathematical Connections ◽  
School Geometry

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) offers a vision of mathematically empowered students embarking on exciting flights of discovery. This vision challenges teachers to look for ways to incorporate problem solving, cooperative learning, mathematical connections, reasoning, communication skills, and proofs into lesson plans. The Pixy Stix activities described in this article are not quite as magical as Peter Pan and Tinkerbell's prescription of sprinkling pixie dust over children who want to fly, but they do embody all the attributes mentioned above and may enable your high school geometry students to take off in some surprising directions.

Experimental Programs: A Study of Two Methods of Checking Homework in a High School Geometry Class

1967 ◽  
Vol 60 (2) ◽  
pp. 149-152
Author(s):  
Dwain E. Small ◽  
Boyd D. Holtan ◽  
Edward J. Davis
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Mathematics Achievement ◽  
High School Geometry ◽  
School Geometry ◽  
Geometry Class

“What effect does homework have on mathematics achievement?” is a question that has been of interest to educator's for some time. Several reports on research in this area indicate that results of studies have been inconclusive [2, 6].1 Goldstein [3], however, suggests that the data of many of these studies have been misinterpreted and that regularly assigned homework does favor higher academic achievement.

Evaluation of Empowerment in a High School Geometry Class

1997 ◽  
Vol 90 (9) ◽  
pp. 738-741
Author(s):  
Carolyn Ridgway ◽  
Christopher Healy
Keyword(s):  
High School ◽  
School Mathematics ◽  
National Council ◽  
Mathematical Ideas ◽  
High School Geometry ◽  
School Geometry ◽  
Geometry Class

Since the publication of the Curriculum and Eualuation Standards for School Mathematics in 1989, the National Council of Teachers of Mathematics has been encouraging teachers to give more responsibility and choice to students. Students become mathematically empowered as they solve problems together in a community oflearners, communicate with one another concerning mathematical ideas, and use reason and logic to defend their work. To teach in accordance with these standards has required teachers to sruft the ways in which they view and manage their classrooms (Frye 1991).

Stop Teaching and Let Students Learn Geometry

2011 ◽  
Vol 105 (4) ◽  
pp. 293-297 ◽  
Author(s):  
Michael J. Bossé ◽  
Kwaku Adu-Gyamfi
Keyword(s):  
High School ◽  
Multiple Representations ◽  
High School Geometry ◽  
School Geometry ◽  
Geometry Class

A geometry course for teachers—easily adaptable to a high school geometry class—integrates technology, reasoning, communication, collaboration, reading, writing, and multiple representations.

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