Untangling Geometric Ideas

Autor/in	Burgess, Claudia R.
Titel	Untangling Geometric Ideas
Quelle	In: Teaching Children Mathematics, 20 (2014) 8, S.508-515 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Leitfaden; Unterricht; Lehrer; Geometry; Mathematics Instruction; Teaching Methods; Geometric Concepts; Manipulative Materials; Active Learning; Concept Formation; Learning Activities; Artists; Art Products; Problem Solving; Cooperative Learning; Creative Teaching + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Geometrie; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Geometrie; Hilfsmittel; Aktives Lernen; Concept learning; Begriffsbildung; Lernaktivität; Artiste; Artist; Künstler; Künstlerin; Künstlerische Produktion; Problemlösen; Kooperatives Lernen; Creative thinking; Teaching; Kreatives Denken; Unterricht
Abstract	Designed for a broad audience, including educators, camp directors, afterschool coordinators, and preservice teachers, this investigation aims to help individuals experience mathematics in unconventional and exciting ways by engaging them in the physical activity of building geometric shapes using ropes. Through this engagement, the author anticipated that individuals would develop conceptual understandings that moved beyond the memorization of algorithms. After engaging physically and mentally in this activity, participants in diverse settings were able to verbally express their conceptual understandings of topics related to geometric measurement that are often difficult to grasp, such as area, perimeter, and triangle classification. The author presents the main components of the Untangling Geometric Ideas activity and a description of how it took shape as it was used with different audiences of participants. This geometry lesson uses the work of abstract artist Wassily Kandinisky as a springboard and is intended to promote the conceptual understanding of mathematics through problem solving, group cooperation, mathematical negotiations, and dialogue. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10