Learning Geometry and a New Language

2000 ◽  
Vol 7 (4) ◽  
pp. 246-250
Author(s):  
Donna Norton Swindal
Keyword(s):  
Conceptual Understanding ◽  
School Mathematics ◽  
Two Dimensional ◽  
Evaluation Standards ◽  
Spatial Sense ◽  
Television Shows ◽  
Geometric Concepts ◽  
The World

The world of geometry has a language of its own. Although most of our students learn the label names for several two-dimensional shapes from childrens' television shows, they still need to understand geometric concepts, recognize opportunities for applying these concepts, and be able to communicate using the concepts in authentic situations. NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) jolted many teachers into realizing the need for deeper exploration of geometry. Students need the time and opportunity to develop spatial sense and investigate two- and threedimensional figures in a setting that encourages inquiry and immerses students in the experience, language, and conceptual understanding of geometry.

Transition Boards: A Good Idea Made Better

1991 ◽  
Vol 38 (5) ◽  
pp. 4-8
Author(s):  
John T. Sutton ◽  
Tonya D. Urbatsch
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Addition And Subtraction ◽  
School Mathematics Curriculum

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) recognizes that addition and subtraction computations remain an important part of the school mathematics curriculum and recommends that the emphasis be shifted to the understanding of concepts. Transition boards are simple devices to aid students' conceptual understanding.

Implementing the Standards: Building key Concepts for Calculus in Grades 7–12

1990 ◽  
Vol 83 (7) ◽  
pp. 532-540
Author(s):  
Elizabeth A. Jockusch ◽  
Patrick J. Mcloughlin
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Key Concepts ◽  
Natural Extensions

The NCTM'S Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) recommends that the mathematics curriculum should include informal explorations of calculus concepts. These concepts can be developed as natural extensions of topics that students have already encountered. The approach should focus on exploring concrete problems in a way designed to build conceptual understanding of key ideas and to offer an introduction to some interesting applications.

Promising Research: The World's Largest Math Event: Promoting Mathematical Thinking

1999 ◽  
Vol 5 (7) ◽  
pp. 430-432
Author(s):  
Daniel J. Brahier ◽  
Melfried Olson
Keyword(s):  
United States ◽  
Real World ◽  
Mathematical Thinking ◽  
The United States ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The World

The Great Sphinx in Egypt is about 73.2 m (240 ft.) long, including the paws, which are each 15.3 m (50 ft.) long. Would one of its paws fit in a typical classroom? Would it fit in the school hallway? If the 90 800 kg (200 000 lbs.) of copper sheeting that make up the Statue of Liberty were melted down into pennies, how many pennies could be produced? How high would the pennies stand if they were stacked on one another? In which city and state would you find the world's largest ball of twine? Where would you find the world's largest catsup bottle? Such questions were the focus of the World's Largest Math Event 4— Landmarks: Seeing the World by Numbers— in April 1998. All over the United States and throughout the world, tens of thousands of students, from kindergarten through college, participated in the event. With the emphasis that the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) places on having students use real-world phenomena as a context for the study of mathematics, the World's Largest Math Event is a popular program.

By Way of Introduction

1990 ◽  
Vol 37 (6) ◽  
pp. 4-5
Author(s):  
Jean M. Shaw
Keyword(s):  
School Mathematics ◽  
Evaluation Standards ◽  
Spatial Sense ◽  
Mathematics Educators

“Spatial understandings are necessary for interpreting, understanding, and appreciating our inherently geometric world.” With these words, authors of the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989, 48) offer challenging and intriguing tasks for mathematics educators. The tasks include formulating or expanding adult understanding of spatial sense, considering its impact on the curriculum, and implementing a variety of sound, participatory activities with learners. The Editorial Panel has developed this focus issue on spatial sense to help educators gain insights into the nature of this important topic and to present means of developing spatial sense in learners.

Activities from African Calendar and Time Customs

1996 ◽  
Vol 1 (8) ◽  
pp. 616-620
Author(s):  
Lawrence H. Shirley
Keyword(s):  
School Mathematics ◽  
Multicultural Curriculum ◽  
Evaluation Standards ◽  
The Past ◽  
The World

The connections standard of the curriculum and Evaluation Standards for School Mathematics (NCTM 1989) encourages looking for mathematics in a much wider range of applications and cultures than in the past. Teachers interested in applying this standard through a multicultural curriculum have found examples from various cultures around the world, including those of Africa.

A Teacher's Journal: Geometry Game

1994 ◽  
Vol 1 (4) ◽  
pp. 231-233
Author(s):  
Enrique Ortiz
Keyword(s):  
Elementary School ◽  
School Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The World

Geometry is a very important part of the elementary school curriculum. NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) indicates that geometry helps us represent and describe in an orderly manner the world in which we live. Children are naturally interested in geometry and find it intriguing and motivating.

Technology Tips: Making Connections Using Embedded Software

1995 ◽  
Vol 88 (6) ◽  
pp. 500-502
Author(s):  
Claire Groden ◽  
Laurie Pattison-Gordon
Keyword(s):  
Real World ◽  
Mathematics Classroom ◽  
Embedded Software ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The World ◽  
Real World Applications ◽  
Interdisciplinary Projects ◽  
Real World Situation

The NCTM's Curriculum and Evaluation Standards or School Mathematics (1989) calls for increased ttention to “connecting mathematics to other subjects and to the world outside the classroom.” Often, these connections are made with interdisciplinary projects and through the study of mathematics embedded in a real-world situation. We can also make connections by using software created for practical, real-world applications in the mathematics classroom

Build Your Own Fraction Computer!

2002 ◽  
Vol 8 (4) ◽  
pp. 204-208
Author(s):  
Peter L. Glidden
Keyword(s):  
Conceptual Understanding ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Addition And Subtraction ◽  
Principles And Standards ◽  
Fraction Addition

The NCTM's Curriculum and Evaluation Standards (1989) called for increased emphasis on promoting students' conceptual understanding of fractions and fraction operations; this call was reaffirmed in Principles and Standards for School Mathematics (NCTM 2000). Currently, many manipulatives, including pattern blocks, fraction circles, fraction squares, geodot paper, and fraction strips, are available to help teachers promote this understanding. This article describes another manipulative, the fraction computer, that I have found helpful for teaching fraction addition and subtraction.

On My Mind: Conceptual Understanding and Computational Skill in School Mathematics

1996 ◽  
Vol 1 (9) ◽  
pp. 684-686
Author(s):  
Thomas R. Scavo ◽  
Nora K. Conroy
Keyword(s):  
Computational Methods ◽  
Conceptual Understanding ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Evaluation Standard ◽  
Computational Skill

Evaluation standard 9 of the NCTM's curriculum and Evaluation Standards for School Mathematics (1989) addresses the issue of mathematical procedures including, but not limited to, computational methods and algorithms. The standards document relates that.

Communicating About Spatial Relationships

1990 ◽  
Vol 37 (6) ◽  
pp. 21-23
Author(s):  
Richard J. Sgroi
Keyword(s):  
School Mathematics ◽  
National Council ◽  
Spatial Relationships ◽  
Evaluation Standards ◽  
Testing Hypotheses ◽  
Spatial Sense

Recently, the National Council of Teachers of Mathematics published the Curriculum and Evaluation Standards for School Mathematics (1989). It stresses the importance of developing spatial sense in students. The authors indicate that spatial sense can be nurtured by “constructing, drawing, measuring, visualizing, comparing, transforming, … discussing ideas, conjecturing, and testing hypotheses” (p. 112).

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