In this article, we explored learners' conceptual understanding of coordinates and transformation geometry through concept mapping. A qualitative case study was employed in this study, and data was collected using an investigative task, observation and reflective interviews on a sample of 34 Grade 12 mathematics learners. The study was guided by…

These proceedings are a written record of the research presented at the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Mazatlán, Mexico, virtually beginning May 27, 2021 and in-person June 2-6, 2021. The conference was originally scheduled to take place…

Reports an investigation to determine whether Vector and Analytic Methods make appropriate topics for high school students. It is concluded that they are. (BR)

For students having had instruction in plane affine geometry and two-dimensional vector spaces. The author describes how the metric concepts of distance and orthogonality can be introduced to secondary school students by the use of conics. (JG)

Discusses how intriguing arithmetic images from geometric situations, which serves to remind students that mathematics is interrelated. Discusses also how the teacher can anticipate the possible dialogue in a class and thereby stress points of emphasis "ahead of time". (BR)

Pascal's triangle can be used as early as grades five and six to teach children to recognize mathematical patterns. Children can be guided to discover patterns or sequences of numbers if they begin with pictures or physical objects which they can manipulate and count. (Author/BB)

This study was designed to ascertain the relative effectiveness of two approaches for teaching descriptive geometry by a comparison of the following behavioral variables--(1) performance in the solution of graphical problems, (2) spatial perception, (3) abstract reasoning ability, (4) technical information achievement, and (5) attitude toward…

Describes a study to determine the relative effects of formal deductive presentations versus informal inductive presentations and the effect of the number of exercises completed with each learning set on seventh grade students. No reliable difference between the modes of instruction was shown; the number of exercises per set made no significant…

Providing for original and creative thinking by geometry students is discussed. Techniques for discovering theorems are suggested, and examples of places in geometry where these methods can be used are given. (DT)