Presents a miniresearch project from a college geometry class for preservice mathematics teachers involving Venn diagrams for five sets. (Author/MKR)

Attempts to lay the groundwork for a study of curves produced as loci using dynamic geometry. Provides some sketches of ways Cabri may be used to enhance the teaching of geometry with particular reference to synthetic plane Euclidean geometry, locus, and the conics. (Contains 26 references.) (ASK)

Introduces elastic geometry, or topology, into the elementary classroom through the study of connecting the intuitive, visual, and spatial components of storyknifing as well as other everyday and ethnomathematical activities. (ASK)

Documents, compares, and analyzes the nature of spatial reasoning by practitioners (plumbers) in the workplace and students in the school setting while constructing solids, with given specifications, from plane surfaces. Results confirm the power of activity theory and its methodology in explaining and identifying the structural differences…

Proposes a real-time collaborative framework for geometric modeling. Assessment results show that the collaborative environment was useful in design education. (MM)

Describes new geometric computer models used in contemporary computer-aided design (CAD) software including wire frame, surface, solid, and parametric models. Reviews their use in engineering design and discusses the impact of these new technologies on the engineering design graphics curriculum. (Author/CCM)

Describes how classification came alive in a third grade classroom as children searched for rules or properties defining the five Platonic solids, then constructed a precise definition to classify these solids. (ASK)

Describes an exercise in which students can use flashlights, mirrors, and colored paper to discover scientific principles regarding optics. Addresses the concepts of angles of incidence and reflection, colored vs. white light, and mirror images. (WRM)

Introduces a project in which students use dynamic geometry software with a TI-92 graphing calculator to study geometric constructions. Concludes that interactive technology can enhance the geometry curriculum and better meet the needs of visual and tactile learners than the traditional approach. (ASK)

Reports data from a longitudinal study of 12-year-old students' interpretations of geometrical objects and relationships when using dynamic geometry software. Focuses on the progressive mathematization of the students' sense of the software, examining their interpretations, and using the explanations that students give to the geometrical…

This article describes how children build increasingly abstract knowledge of linear measurement, emphasizing ways they relate space and number. Assessments indicate children struggle to understand measurement, especially concepts related to complex paths as in perimeter tasks. This article draws on developmental accounts of children's knowledge of…

In this paper, I examine some issues within the new frontier of integrating technology into teacher education and professional development. I present an approach to teach a secondary mathematics methods course integrating technology. Specifically, this study focuses on how the integration of multimedia and online discussion into a mathematics…

Differentiation provides one method by which teachers can provide appropriate challenges at appropriate levels for all learners in a heterogeneously grouped mathematics classroom, where the range of abilities and interests can be wide. This article considers a heterogeneously grouped high school geometry class where differentiation is practiced.…

This article discusses how a teacher can prepare the terrain for students to understand what it means to define a figure. Drawing on writings from mathematicians and mathematics educators on the role of definitions in mathematics, the authors argue that students develop a greater appreciation for the conciseness of a mathematical definition if…

The purpose of the present study was to present examples of the utilization of social processes such as teacher questioning and collective argumentation coupled with an appropriate use of a manipulative material to stimulate students' thinking in teaching geometry. We first present theoretical issues concerning the use of manipulatives, teacher…