Literaturnachweis - Detailanzeige
| Autor/inn/en | Brotherton, Sheila; und weitere |
|---|---|
| Institution | Regional Center for Pre-Coll. Mathematics, Denver, CO. |
| Titel | Parallels, How Many? Geometry Module for Use in a Mathematics Laboratory Setting. |
| Quelle | (1974), (45 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Activity Units; Deduction; Educational Objectives; Geometric Concepts; Geometry; Laboratories; Learning Modules; Mathematics Curriculum; Mathematics Instruction; Plane Geometry; Secondary Education; Secondary School Mathematics; Worksheets Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Area of activity; Tätigkeitsfeld; Deductive method; Deduktion; Deduktive Methode; Educational objective; Bildungsziel; Erziehungsziel; Elementare Geometrie; Geometrie; Laboratory; Laboratorium; Learning module; Lernmodul; Mathematics lessons; Mathematikunterricht; Planimetrie; Sekundarbereich |
| Abstract | This is one of a series of geometry modules developed for use by secondary students in a laboratory setting. This module was conceived as an alternative approach to the usual practice of giving Euclid's parallel postulate and then mentioning that alternate postulates would lead to an alternate geometry or geometries. Instead, the student is led through an axiomatic development into a logical dead-end which requires a new postulate in order to allow further investigation. The student is then requested to take a postulate alien to his/her experience. Most high school students will not easily accept this, and a lot of student interest is generated. Units in the module are: (1) Existence of a Parallel; (2) A Parallel Postulate; (3) Hyperbolic Geometry; (4) The Poincare Model; and (5) Euclidean Geometry. (Author/MK) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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