Presents 13 examples in which the intuitive approach to solve the problem is often misleading. Presents analysis of these problems for five different sources of misleading intuitive generators: lack of analysis, unbalanced perception, improper analogy, improper generalization, and misuse of symmetry. (MDH)

Describes a geometry course that integrates transformation geometry into traditional high school geometry. Discussion of the scope and sequence of the course includes the topics of proof, congruence, translations, rotations, reflections, dilations, quadrilaterals, parallel lines, and similarity. (MDH)

Geoboards are viewed as excellent vehicles for developing intuitive understandings of various topics in transformational geometry. The activities described are designed to show pupils that when a triangle or parallelogram is subjected to a transformation called a shear, its area is not changed. Ways for finding areas are detailed. (MP)

This pamphlet introduces the student to the basic ideas and procedures of transformational geometry through a series of worksheets. After developing intuitively the idea of rigid motion, vector diagrams are introduced, and translations are discussed in some detail. (SD)

Using mirrors mounted on a plywood base to study reflections provides an introduction to the study of transformation. (SD)

A series of lessons in which the concept of symmetry is informally developed is described. Rotational and reflection symmetries are examined. Pictures and sample worksheets illustrate the article. (SD)

Computers can be programmed to produce increasingly complex line drawings. Through programming activities students can learn the geometric principles involved. (SD)

In a classroom investigation of the teaching of transformation geometry, an attempt was made to generate aptitude-treatment interactions by using various teaching methods among groups of students. (CJ)

Beginning with a set of design cards and a rectangular grid, students can generate interesting and colorful designs using rotations, reflections, and translations. (SD)

Paper squares, each divided into eight congruent triangles, can be used in a variety of activities introducing ideas related to symmetry, pattern, and geometric transformations. (SD)

Study of circular transformation and its associated properties is proposed as review and reinforcement of familiar concepts and for developing broader understanding of transformations. Inversion on a circle is discussed in some detail. (MNS)

Introduces the concept of maximum and minimum function values as turning points on the function's graphic representation and presents a method for finding these values without using calculus. The process of utilizing transformations to find the turning point of a quadratic function is extended to find the turning points of cubic functions. (MDH)

This article describes the integration of transformational geometry, mathematics, history, art, and cultural studies in a middle-grades mathematics classroom. Its intent is to illustrate how providing students with real-world experiences allows them to see and model mathematics as an integrated whole and make both thoughtful connections between…

This guide is designed to help classroom teachers implement the Alabama Course of Study: Mathematics K-12. It is inclusive also of the objectives tested by the Stanford Achievement Tests and the Alabama Basic Competency Tests. One characteristic of the curriculum guide is that it clearly states what students should learn in each grade level. These…

This unit is 1 of 12 developed for the university classroom portion of the Mathematics-Methods Program (MMP), created by the Indiana University Mathematics Education Development Center (MEDC) as an innovative program for the mathematics training of prospective elementary school teachers (PSTs). Each unit is written in an activity format that…