Students are asked to solve a problem that involves viewing the characteristics of a square.
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Chris A. Bolognese
Engage students and promote thinking in a student-centered environment that is rich with technology.
L. Marrie Lasater, Andy Roach, and Sarah Quebec Fuentes
Each month, this section of the problem solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. In the problem from the December 2015/January 2016 issue, the task that integrates students' understanding of shapes and their properties and reflections. Students must determine which shapes can be reflected over a line so that the original shape and its reflection form specified figures.
Claudia R. Burgess
This geometry lesson uses the work of abstract artist Wassily Kandinsky as a springboard and is intended to promote the conceptual understanding of mathematics through problem solving, group cooperation, mathematical negotiations, and dialogue.
Matthew Chedister
To explore properties of quadrilaterals in a creative setting that focuses on discovery over memorization, assign your students the Wolves and Sheep problem.
Wayne Nirode
What I wish I had known about implementing DG tasks when I began by teaching career!
Rebecca R. Robichaux and Paulette R. Rodrigue
Sorting shapes and solving riddles develop and advance children's geometric thinking and understanding while promoting mathematical communication, cooperative learning, and numerous representations.
David Thompson
For 500 years, dream catchers have been cultural symbols of intrigue worldwide. The most common folkloric design is a 12-point dream catcher. According to Native American legend, the first dream catcher was woven by a “spider woman” to catch the bad dreams of a chief's sick child. Once the bad dreams were caught, the chief's child was healed (Oberholtzer 2012). The basic design has been used for 500 years and is similar to the weaving of a spider's web.
