Articles
Name: Katlyn Birkes
Title: The Prints: A Picture Book for Pre-Formal Geometry
Author: Chrysanthi Skoupourdi & Ifigenia Mpakopoulou
Citation: Skoumpourdi, C., & Mpakopoulou, I. (2011). The Prints: A Picture Book for Pre-Formal Geometry. Early Childhood Education Journal, 39(3),
197-206.doi:10.1007/s10643-011-0454-0
Description: "Children, through everyday activity, build their informal knowledge of geometric shapes which is then developed further through the school years.” This article stresses the importance of how children need rich experiences along with challenging opportunities to develop their understanding of geometric shapes. Picture books are a great tool to use in the classroom for younger students because they have more of a memorable power that can attract student’s interest. When authors use creative images in their books it has potential to spark children’s imagination. This leads the children’s energy
towards mathematical thinking. With the story, teachers should have students communicate what they are seeing by either talking in small groups or writing down their conclusions of the story. Various studies have shown that when using literature as a way to teach mathematics it increases students’ interest and mathematical achievement. Children begin to use mathematical vocabulary more and have an easier time classifying geometric shapes. To deepen their understanding, embed mathematical problems into the stories that connect the storyline to different geometric concepts. Findings show that teachers also need to be aware of their influences with geometric thinking. Teachers need to make sure they are using correct terminology and appropriate materials.
Title: The Prints: A Picture Book for Pre-Formal Geometry
Author: Chrysanthi Skoupourdi & Ifigenia Mpakopoulou
Citation: Skoumpourdi, C., & Mpakopoulou, I. (2011). The Prints: A Picture Book for Pre-Formal Geometry. Early Childhood Education Journal, 39(3),
197-206.doi:10.1007/s10643-011-0454-0
Description: "Children, through everyday activity, build their informal knowledge of geometric shapes which is then developed further through the school years.” This article stresses the importance of how children need rich experiences along with challenging opportunities to develop their understanding of geometric shapes. Picture books are a great tool to use in the classroom for younger students because they have more of a memorable power that can attract student’s interest. When authors use creative images in their books it has potential to spark children’s imagination. This leads the children’s energy
towards mathematical thinking. With the story, teachers should have students communicate what they are seeing by either talking in small groups or writing down their conclusions of the story. Various studies have shown that when using literature as a way to teach mathematics it increases students’ interest and mathematical achievement. Children begin to use mathematical vocabulary more and have an easier time classifying geometric shapes. To deepen their understanding, embed mathematical problems into the stories that connect the storyline to different geometric concepts. Findings show that teachers also need to be aware of their influences with geometric thinking. Teachers need to make sure they are using correct terminology and appropriate materials.
Name: Sydney Kennedy
Title: The Impact of Virtual Manipulatives on First Grade Geometry Instruction and Learning
Authors: Kent Steen, David Brooks, & Tammy Lyon
Citation: Steen, K., Brooks, D., & Lyon, T. (2006). The impact of virtual manipulatives on first grade geometry instruction and learning. Journal of Computers in Mathematics & Science Teaching, 25(4), 373-391. Retrieved from Education Research Complete.
Description: This article focused on how virtual manipulatives effect student learning and if these types of manipulatives produce more or less gains in student acheivement when compared to physical manipulatives. The authors conducted a study that was done with 31 first grade students who studided the same Geometry objectives and were given the same pre-test and post-test during the study. The unit lasted for 13 days and half of the students were taught by one teacher who used virtual manipulatives to enhance learning and the other half were taught by a separate teacher who used physical manipulatives. The students that were using virtual manipulatives were each given a laptop that was connected to the Internet and was only available to use during math time. The students were given both a 1st grade level pre-test and post-test and a 2nd grade level pre-test and post-test and the researchers found that the students who used virtual maniplulatives slightly out-scored the students who only used physical manipulatives. They also found the group that used the virtual manipulatives closed gaps that were found from looking at the pre-test scores and the post-test scores. The overall results were that virtual manipulatives are a very effective instructional tool.
Title: The Impact of Virtual Manipulatives on First Grade Geometry Instruction and Learning
Authors: Kent Steen, David Brooks, & Tammy Lyon
Citation: Steen, K., Brooks, D., & Lyon, T. (2006). The impact of virtual manipulatives on first grade geometry instruction and learning. Journal of Computers in Mathematics & Science Teaching, 25(4), 373-391. Retrieved from Education Research Complete.
Description: This article focused on how virtual manipulatives effect student learning and if these types of manipulatives produce more or less gains in student acheivement when compared to physical manipulatives. The authors conducted a study that was done with 31 first grade students who studided the same Geometry objectives and were given the same pre-test and post-test during the study. The unit lasted for 13 days and half of the students were taught by one teacher who used virtual manipulatives to enhance learning and the other half were taught by a separate teacher who used physical manipulatives. The students that were using virtual manipulatives were each given a laptop that was connected to the Internet and was only available to use during math time. The students were given both a 1st grade level pre-test and post-test and a 2nd grade level pre-test and post-test and the researchers found that the students who used virtual maniplulatives slightly out-scored the students who only used physical manipulatives. They also found the group that used the virtual manipulatives closed gaps that were found from looking at the pre-test scores and the post-test scores. The overall results were that virtual manipulatives are a very effective instructional tool.
Name: Garrett Sheskey
Title: Integrating Technology and a Standards-Based Pedagogy in a Geometry Classroom: A Mature Teacher Deals with the Reality of Multiple Demands and Paradigm Shifts.
Authors: Barry Mitchell, John Bailey, Eula Monroe
Citation: Mitchell, B., Bailey, J., & Monroe, E. (2007). Integrating Technology and a Standards-Based Pedagogy in a Geometry Classroom: A Mature Teacher Deals with the Reality of Multiple Demands and Paradigm Shifts.Computers In The Schools, 24(1/2), 75-91. doi:10.1300/J025v24n01̱06
Description: This article shares the story of one experienced math teacher who decided it was time to support the shift to a technology-integrated pedagogy. The teacher was his own critic with the concerns he had about his ability to make the shift to a technology. However, he believed that integrating technology as an instruction tool would increase student achievement in mathematics.
"Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture." The topics covered during this shift include angles, circles, and lines.
Title: Integrating Technology and a Standards-Based Pedagogy in a Geometry Classroom: A Mature Teacher Deals with the Reality of Multiple Demands and Paradigm Shifts.
Authors: Barry Mitchell, John Bailey, Eula Monroe
Citation: Mitchell, B., Bailey, J., & Monroe, E. (2007). Integrating Technology and a Standards-Based Pedagogy in a Geometry Classroom: A Mature Teacher Deals with the Reality of Multiple Demands and Paradigm Shifts.Computers In The Schools, 24(1/2), 75-91. doi:10.1300/J025v24n01̱06
Description: This article shares the story of one experienced math teacher who decided it was time to support the shift to a technology-integrated pedagogy. The teacher was his own critic with the concerns he had about his ability to make the shift to a technology. However, he believed that integrating technology as an instruction tool would increase student achievement in mathematics.
"Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture." The topics covered during this shift include angles, circles, and lines.
Name: Kristin Jackowick
Title: Shape Makers: A Computer Environment That Engenders Students' Construction of Geometric Ideas and Reasoning.
Author: Michael T. Battista
Citation: Battista (2001). Shape Makers: A Computer Environment That Engenders Students' Construction of Geometric Ideas and Reasoning.Computers in the Schools, 17(1/2), 105-116. Available from: Education Research Complete
Description: This article emphasizes a constructivist view of learning and van Hiele's model of learning geometry while also addressing the NCTM Standards. Technology can and should be used to enhance student learning of geometry. This article illustrates how technology can promote the development of powerful geometric reasoning. It also states that computer environments need to provide genuine opportunities for problem solving and inquiry that lead to mental models of abstract concepts. It includes several examples of student thinking and analysis using Shape Makers. It also described the overall context and factors that should guide mathematics educators’ design and use of instructional technology.
Title: Shape Makers: A Computer Environment That Engenders Students' Construction of Geometric Ideas and Reasoning.
Author: Michael T. Battista
Citation: Battista (2001). Shape Makers: A Computer Environment That Engenders Students' Construction of Geometric Ideas and Reasoning.Computers in the Schools, 17(1/2), 105-116. Available from: Education Research Complete
Description: This article emphasizes a constructivist view of learning and van Hiele's model of learning geometry while also addressing the NCTM Standards. Technology can and should be used to enhance student learning of geometry. This article illustrates how technology can promote the development of powerful geometric reasoning. It also states that computer environments need to provide genuine opportunities for problem solving and inquiry that lead to mental models of abstract concepts. It includes several examples of student thinking and analysis using Shape Makers. It also described the overall context and factors that should guide mathematics educators’ design and use of instructional technology.
Name: Kaylyn Waki
Title: The Effects of Direct and Indirect Teacher Influence on Dependent-prone Students Learning Geometry
Author: Edmund Amidon, Ned A. Flanders
Citation: Amidon, E., Flanders, N.A. (1961). The effects of direct and indirect teacher influence on dependent-prone students learning geometry. Journal of Education Psychology, Vol. 52(6), 286-291. doi: 10.1037/h0043674
Description: A test was performed on 140 eighth grade dependent-prone geometry students to see if they would learn more through an indirect teaching method with clear goals, an indirect teaching method with unclear goals, a direct teaching method with clear goals, or a direct teaching method with unclear goals. The study showed that children taught by the indirect teacher learned more than the children taught by the direct teacher.
Title: The Effects of Direct and Indirect Teacher Influence on Dependent-prone Students Learning Geometry
Author: Edmund Amidon, Ned A. Flanders
Citation: Amidon, E., Flanders, N.A. (1961). The effects of direct and indirect teacher influence on dependent-prone students learning geometry. Journal of Education Psychology, Vol. 52(6), 286-291. doi: 10.1037/h0043674
Description: A test was performed on 140 eighth grade dependent-prone geometry students to see if they would learn more through an indirect teaching method with clear goals, an indirect teaching method with unclear goals, a direct teaching method with clear goals, or a direct teaching method with unclear goals. The study showed that children taught by the indirect teacher learned more than the children taught by the direct teacher.