Browse
Page:12
José N. Contreras
Anne Quinn
The paper discusses technology that can help students master four triangle centers -- circumcenter, incenter, orthocenter, and centroid. The technologies are a collection of web-based apps and dynamic geometry software. Through use of these technologies, multiple examples can be considered, which can lead students to generalizations about triangle centers.
J. Matt Switzer
tudents often have difficulty with graphing inequalities (see Filloy, Rojano, and Rubio 2002; Drijvers 2002), and my students were no exception. Although students can produce graphs for simple inequalities, they often struggle when the format of the inequality is unfamiliar. Even when producing a correct graph of an inequality, students may lack a deep understanding of the relationship between the inequality and its graph. Hiebert and Carpenter (1992) stated that mathematics is understood “if its mental representation is part of a network of representations” and that the “degree of understanding is determined by the number and strength of the connections” (p. 67). I therefore developed an activity that allows students to explore the graphs of inequalities not presented as lines in slope-intercept form, thereby making connections between pairs of expressions, ordered pairs, and the points on a graph representing equations and inequalities.
Marlena Herman and Jay Schiffman
The process of prime factor splicing to generate home primes raises opportunity for conjecture and exploration.
Raymond N. Greenwell and Daniel E. Seabold
The Gale-Shapley algorithm can be used to match partners in a variety of contexts, such as marriage and hospital residencies.
Teo J. Paoletti
This historical—and classroom friendly—approach to the concept of infinity uses Cantor's proofs of cardinality.
Margaret Rathouz, Christopher Novak, and John Clifford
Constructing formulas “from scratch” for calculating geometric measurements of shapes—for example, the area of a triangle—involves reasoning deductively and drawing connections between different methods (Usnick, Lamphere, and Bright 1992). Visual and manipulative models also play a role in helping students understand the underlying mathematics implicit in measurement and make sense of the numbers and operations in formulas.
Dustin L. Jones and Max Coleman
Many everyday objects–paper cups, muffins, and flowerpots–are examples of conical frustums. Shouldn't the volume of such figures have a central place in the geometry curriculum?
Kate Nowak
This is a description of a collaborative investigation by mathematics teachers into the numbers of dimensional boundaries for n > 2. Functions are fit to the patterns observed, and a relationship to Pascal's triangle is noted.
Bethany A. Noblitt and Brooke E. Buckley
Participants race across a university campus, completing challenging mathematical tasks that correspond to NCTM's Standards.
Page:12
