Gerrymandering in the High School Geometry Classroom

Autor/inn/en	Belin, Kate; Ferrell, Courtney
Titel	Gerrymandering in the High School Geometry Classroom
Quelle	In: Journal of Mathematics Education at Teachers College, 12 (2021) 1, S.31-42 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; High School Students; Geometry; Mathematical Concepts; Concept Formation; Mathematical Logic; Measurement; Political Issues; Relevance (Education); Social Problems; Educational Games; Educational Technology; School Districts; Maps; New York (New York) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geometrie; Concept learning; Begriffsbildung; Mathematical logics; Mathematische Logik; Messverfahren; Politischer Faktor; Relevance; Relevanz; Social problem; Soziales Problem; Educational game; Lernspiel; Unterrichtsmedien; School district; Schulbezirk; Map; Karte
Abstract	Teaching gerrymandering in our high school geometry classrooms provides students with a unique opportunity to use mathematics to describe, analyze and make sense of the world around them. Our purpose is to provide our students the opportunity to apply learned definitions and formulas of area and perimeter to a sociopolitical context. We present a unit that we designed for teaching high school students about gerrymandering and describe how teachers may implement this unit in their classrooms. In this unit, students discovered the mechanics of gerrymandering. They made calculations and observations about area, perimeter, and the ratio of area to perimeter. They considered compactness as a potential tool to indicate gerrymandering. They used proportional reasoning to measure the fairness of the partisan split for a given map. We provide supporting examples of student work and discourse and make recommendations for future iterations of this unit. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01