Download The Van Hiele Model of Thinking in Geometry Among by David Fuys, Dorothy Geddes, Rosamond Tischler PDF

By David Fuys, Dorothy Geddes, Rosamond Tischler

Show description

Read or Download The Van Hiele Model of Thinking in Geometry Among Adolescents (Journal of research in mathematics education, Monograph, No. 3) PDF

Best geometry and topology books

Introduction a la Topologie

Ce cours de topologie a été dispensé en licence à l'Université de Rennes 1 de 1999 à 2002. Toutes les constructions permettant de parler de limite et de continuité sont d'abord dégagées, puis l'utilité de los angeles compacité pour ramener des problèmes de complexité infinie à l'étude d'un nombre fini de cas est explicitée.

Spaces of Constant Curvature

This publication is the 6th version of the vintage areas of continuing Curvature, first released in 1967, with the former (fifth) version released in 1984. It illustrates the excessive measure of interaction among workforce idea and geometry. The reader will enjoy the very concise remedies of riemannian and pseudo-riemannian manifolds and their curvatures, of the illustration conception of finite teams, and of symptoms of contemporary development in discrete subgroups of Lie teams.

Extra resources for The Van Hiele Model of Thinking in Geometry Among Adolescents (Journal of research in mathematics education, Monograph, No. 3)

Sample text

If the student found the area in other ways, he/she is askedto show the otherway it would fit into a family tree. Activity 7. Trapezoids As in the two previousactivities,this one deals with ways of findingthe areaof a particularshape,namely, a trapezoid. (a) (c) (b) Divide the figure into a rectangle and two right triangles. Divide the figure into two triangles. Divide the figure into a parallelogramand a triangle. " The activity assesses the students' ability to sort accordingto propertiesof a shape, to discover and explain the area rule, and to relateit to otherrulesvia family trees.

Anotherperson says the areaof this cover is 24. , "length times width") is asked to explain why one multiplies here and whether the rule works for other shapes (non-rectangles). This type of assessment is repeated for cut-out right triangles, parallelograms,and trapezoids, if the studentknows a rule. If not, the student uses a gridto figureout the area. note: In this activity the intervieweris carefulnot to provideinstructionon area, but simply to assess whatthe studentknows. Assessmentis not pushedbeyondwhat a studentseems to be able to do.

Studentsare led to see how to make a quick drawingusing two familiesof parallellines. 33 / Students are then given parallelogramtiles, andaskedto use themto make a tiling. Again they are led to first constructand then drawa tiling which contains two families of parallel lines. Next students are given two right triangles (more are available, but having just two at first helps them see the relation to a rectangle). "Haveyou ever seen trianglesused as tiles? Try these ones. " When the tiling is complete, studentsare shown a rectanglegrid.

Download PDF sample

Rated 4.20 of 5 – based on 49 votes