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Measuring Space in One, Two and Three Dimensions Casebook: Geometry
Participants examine different attributes of size, develop facility in composing and decomposing shapes, and apply these skills to make sense of formulas for area and volume. They also explore conceptual issues of length, area, and volume, as well as their complex inter-relationships.
216 pages, Paperback
First published November 12, 2001
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January 28, 2012This book was absolutely great! I read it in a Geometry Endorsement class. Teachers participating in this NSF project provided students with open ended projects and then recorded student responses. The idea was to explore how students think about measurement, how they think about length, area, volume, and surface area. [Sounds like a tear jerker, I know. You'll be up all night reading this one. Oh the suspense!] The classroom activities are great. They give ideas for a certain grade but can be easily adjusted for older or younger kids.
The best part are the research points at the end of the book. They provide best practices in teaching students geometry. An overall idea seemed to be that students have problems measuring and making comparisons between dimensions because they just are not given enough hands on experiences, models, nor exposure to real application. They also mention the strong idea to work first with students in a qualitative way to measure space, then move to a quantitative one, then ultimately numerical comparisons. They also suggest to set a foundation of having kids measure directly, then they should use nonstandard tools, and finally they should experience what is called indirect measurement. Another topic that was prevalent throughout was the idea of decomposing and recomposing shapes to help understanding.
They site a study that presented 8th graders and college students a group of rectangles. They ask them to place them in order from smallest to largest, and surprisingly 2/3 of both groups did not differentiate between area and perimeter.
This is a great study! Has some great points! I think that this book and all of its companions should belong in a teacher library and be common knowledge to all teachers. Amen and Hallelujah.
The best part are the research points at the end of the book. They provide best practices in teaching students geometry. An overall idea seemed to be that students have problems measuring and making comparisons between dimensions because they just are not given enough hands on experiences, models, nor exposure to real application. They also mention the strong idea to work first with students in a qualitative way to measure space, then move to a quantitative one, then ultimately numerical comparisons. They also suggest to set a foundation of having kids measure directly, then they should use nonstandard tools, and finally they should experience what is called indirect measurement. Another topic that was prevalent throughout was the idea of decomposing and recomposing shapes to help understanding.
They site a study that presented 8th graders and college students a group of rectangles. They ask them to place them in order from smallest to largest, and surprisingly 2/3 of both groups did not differentiate between area and perimeter.
This is a great study! Has some great points! I think that this book and all of its companions should belong in a teacher library and be common knowledge to all teachers. Amen and Hallelujah.
Displaying 1 of 1 review