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Math 277: Geometry For Elementary Teachers: Prepared For: NSF Site Visit June 8, 2005

This document provides an overview of the Math 277: Geometry for Elementary Teachers course. The course was designed by a team to align with national and state standards. It aims to develop students' geometric reasoning abilities and understanding of geometry as a logical system. The course covers topics like measurement, geometry of the Earth, rigid motions, and geometry as an axiomatic system. Students work through sample problems in small groups and present solutions to the class. The design team accomplished alignment with standards but faces challenges in refining activities and balancing conceptual and topical coverage.

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Randy Bullecer Galamay
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54 views15 pages

Math 277: Geometry For Elementary Teachers: Prepared For: NSF Site Visit June 8, 2005

This document provides an overview of the Math 277: Geometry for Elementary Teachers course. The course was designed by a team to align with national and state standards. It aims to develop students' geometric reasoning abilities and understanding of geometry as a logical system. The course covers topics like measurement, geometry of the Earth, rigid motions, and geometry as an axiomatic system. Students work through sample problems in small groups and present solutions to the class. The design team accomplished alignment with standards but faces challenges in refining activities and balancing conceptual and topical coverage.

Uploaded by

Randy Bullecer Galamay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Math 277: Geometry for

Elementary Teachers
Prepared for:
NSF Site Visit
June 8, 2005
Design Team Members
 Prof. Ric Ancel – Mathematical Sciences

 Dr. Hank Kepner – Curriculum & Instruction

 Melissa Hedges – Teacher-in-Residence


Review of Standards
 National Standards (PSSM)
 Wisconsin Model Academic Standards for 4th
and 8th grade
 Milwaukee Public Schools Learning Targets
 MET Report

End result: Compilation of a comprehensive list


of Geometry topics
Course Goals
and Anticipated Outcomes
Develop students’:
 ability to visualize problems

 familiarity and facility with a wide range


of geometry facts and problem solving
techniques
 understanding of logical structure of
geometry – axioms, conjectures,
theorems and counterexamples
Course Overview
 Geometry as a measuring tool
 Geometry of the Earth
 Geometry as a logical system
 Rigid motions and symmetry
Topic 1: Geometry as a
Measuring Tool
 Pythagorean theorem
 Similar triangles
 Measurement of large scale distances
and heights
 Units and accuracy issues
Topic 2: Geometry of the
Earth
 Spheres, planes, lines,
great circles, axes and antipodes
 Latitude and longitude coordinates
 Rotation of Earth and seasons
 Eratosthenes and class measurements
of the Earth’s circumference
Topic 3: Geometry as a logical
system
 The axiomatic method
 Axioms for geometry
 Theorems and proofs
 Incomplete proofs of basic geometry
theorems
 Incomplete proofs of properties of
quadrilaterals and their diagonals
Topic 4: Rigid Motions and
Symmetry
 Patty paper constructions
 Translations, rotations, reflections and
glide reflections: definition, construction
and identification
 Group concepts for rigid motions:
identity, composition and inverse
A typical day in class
 Introduction to the subject by the
teacher
 Small group exploration of subject
 Report by groups to whole class and
class-wide discussion
 Connect to sample activities from K-8
curriculum
 Discuss and assign homework
Sample Problem 1
 Which of the following types of sets can
occur as the intersection of a sphere of
radius r and a plane in 3-dimensional space?
a) The empty set
b) One point
c) Two points
d) A circle of radius r
e) A circle of radius < r
f) A circle of radius > r
g) A non-circular ellipse
 Test your answers by slicing an orange.
Sample Problem 2
 Rank the distances between the following five
pairs of points on the globe from smallest to
largest.
a) 62ºS, 85ºE and 62ºS, 110ºE
b) 70ºS, 140ºW and 80ºS, 40ºE
c) 62ºN, 170ºE and 62ºN, 170ºW
d) 12ºN, 115ºW and 37ºN, 115ºW
e) 17ºS, 10ºE and 17ºS, 15ºW
 c < a < e < d < b
Classroom approach to a
problem
 Students discuss problem in small
groups with occasional coaching from
teachers.
 Representatives of groups present their
solutions to class.
 Class discourse on student solutions
facilitated by teachers
Accomplishments and
Challenges
Accomplishments Challenges
 Design team  Refine activities, add
collaboration topics
 Class format  Thought provoking
encourages student
engagement and written homework
enthusiasm.  Tension between
 Daily lesson plans concepts needed to
learn geometry vs.
the large number of
topics taught in
school
Topics to be shoehorned into
course
 Trigonometry?
 Creation of proofs in incidence
geometry
 Volume and surface area of cylinders,
cones and spheres
 Use of dynamic geometry
 Symmetry of plane patterns: cyclic,
dihedral, frieze and wallpaper groups
 Tesselations of the plane

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