Hands‐On Conics Worked for Me

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  • 1 University of Tennessee, Knoxville

These teaching techniques promote students’ reasoning about connections between 2D and 3D perspectives.

Mathematics Teacher: Learning and Teaching PK-12
  • Carbonneau, Kira J., Scott C. Marley, and James P. Selig. 2013. “A Meta‐Analysis of the Efficacy of Teaching Mathematics with Concrete Manipulatives.” Journal of Educational Psychology 105, no. 2 (May): 380400. https://doi.org/10.1037/a0031084.

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  • Good, Arnold. 1999. “Exploding the Ellipse.” Mathematics Teacher 92, no. 3 (March): 18688.

  • Jobbings, Andrew. 2011. “From the Dance of the Foci to a Strophoid.” The College Mathematics Journal 42, no. 4 (September): 28998. https://doi.org/10.4169/college.math.j.42.4.289.

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  • Madden, Sandra R. 2018. “Impacting Mathematical and Technological Creativity with Dynamic Technology Scaffolding.” In Creativity and Technology in Mathematics Education. Mathematics Education in the Digital Era, vol. 10, edited by Victor Freiman and Janet Lynne Tassell, pp. 89124. New York: Springer.

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  • National Council of Teachers of Mathematics (NCTM). n.d. “Conic Section Explorer.” Illuminations: Resources for Teaching Math. Accessed November 12, 2019. http://illuminations.nctm.org/Activity.aspx?id=3506.

  • ———. 2000. Principles and Standards for School Mathematics. Reston, VA: NCTM.

  • National Governors Association Center for Best Practices (NGA Center) and Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://www.corestandards.org.

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