Provides a set of classroom activities or steps that can be used to determine the area of a triangle on a sphere. (ASK)

Compared Japanese and U.S. geometry curricula using the van Hiele model, U.S. National Council of Teachers of Mathematics Standards, and Japanese Course of Study by Mombusho, examining how the students regarded van Hiele levels and determining differences in geometry instruction. Japanese curricula and students were ahead of U.S. curricula and…

Shows how the joint use of a dynamic geometry program and a spreadsheet can provide a computational environment for exploring geometry on plane lattices that lessens the risk of developing the false empiricist view of mathematics often associated with the use of information technology. Contains 17 references. (Author/ASK)

Presents the University of Chicago School Mathematics Project's (UCMSP) Every Day Mathematics Program as one current reform-based elementary curriculum incorporating geometry throughout the K-6 curriculum, with an emphasis on hands-on and problem-solving activities. Measures the longitudinal effects of such an approach. (Author/CCM)

Considers how well cerebral palsy students learn high school geometry. Finds that one student needed a lot of time to process visual information. Concludes that the orientation of angles, complexity of the diagram, and the length of the side of an angle all had an impact on understanding. (Author/CCM)

Presents an extension of a Japanese mathematics lesson involving the area of a triangle and introduces concepts from trigonometry. (ASK)

Discusses students' use of visual considerations in doing geometrical proofs. Studies ninth-grade students (n=17) in an academically-selective high school in Jerusalem. Concludes that only three out of 16 students who turned in their papers chose symmetry considerations when working on a proof. Contains 16 references. (ASK)

Investigates the development of shape concepts within an instructional unit on geometric paths, including the role of noncomputer and computer interactions in that development. Concludes that the computer environment and the activities facilitated students' development of their conceptualizations of the properties of geometric shapes and their…

Reports on the results of a summer institute for middle school teachers on informal geometry which sought to meet the needs of teachers with regard to aspects of change. Concludes that it is important for teachers to be able to acknowledge their emotions about change to facilitate their own learning. Contains 13 references. (ASK)

There are several possible approaches in which dynamic computerized environments play a significant and possibly unique role in supporting innovative learning trajectories in mathematics in general and geometry in particular. Describes an approach based on a problem situation and some experiences using it with students and teachers. (Contains 15…

Discusses software for geometric construction, measurement, and calculation, and software for numerical calculation and symbolic analysis that allows for new approaches to the solution of geometric problems. Illustrates these computer-aided graphical, numerical, and algebraic methods of solution and discusses examples using the appropriate choice…

The mathematical curriculum of the next millennium should harness children's motivation without losing their mathematics. Envisages that the computer might offer just the context to help do this. Presents snapshots from two case studies. (Contains 18 references.) (ASK)

The Interactive Mathematics Program is part of a National Science Foundation effort to design a comprehensive, standards-based high school mathematics curriculum. IMP's four-year program, which replaces the traditional sequence, involves little memorization, integrates traditional material with topics such as probability and statistics, and uses…

Identifies specific functions that reading, in combination with writing and talking, can serve in mathematical inquiries and contribute to a better understanding of how inquiry experiences can be planned and supported in secondary mathematics classrooms. Analysis of data led to identification of 30 functions of reading that are specific to…

Reports what real life contexts meant while teaching Year 11 Geometry and Trigonometry. Presents problems to support the teaching of a topic on vectors in three-dimensional space. Takes a critical look at five of the problems in view of students' responses to them. (ASK)