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Full-Text Articles in Education

Geometry A Does Not Stop For Covid-19; Resources For Remote Instruction, Michael Champlin May 2020

Geometry A Does Not Stop For Covid-19; Resources For Remote Instruction, Michael Champlin

Lesson Plans

This curriculum project was created to support remote teacher lesson planning with the focus of high school geometry. This project was constructed by a student teacher during the international pandemic of 2020, the Coronavirus (COVID-19) outbreak. The viral outbreak changed the classroom, academics, and humanity. Teachers, students, and administration had to adapt to an online format instantaneously. This project focuses on an actual unit plan from a local geometry class that had to convert its entire curricular structure to support modern technology, Common Core State Standards (CCSS), students, administration, supervising teacher, and Brockport College.

This curriculum project is modified with ...


How To Calculate Pi: Buffon's Needle (Non-Calculus Version), Dominic Klyve Apr 2019

How To Calculate Pi: Buffon's Needle (Non-Calculus Version), Dominic Klyve

Pre-calculus and Trigonometry

No abstract provided.


Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine May 2018

Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine

Interdisciplinary Journal of Problem-Based Learning

With an increased push to integrate coding and computational literacy in K–12 learning environments, teacher educators will need to consider ways they might support preservice teachers (PSTs). This paper details a tinkering approach used to engage PSTs in thinking computationally as they worked with geometric concepts they will be expected to teach in K–5. Experiences programming in Logo to construct authentic artifacts in the form of two-dimensional geometric graphics not only supported PSTs’ understanding of core geometric and spatial concepts, but also helped them to make connections between mathematics and computational literacy. Artifacts and discourse are discussed as ...


Is There A Relationship Between Mathematics Background And Conception Of Proof?, Amanda Akin, Elizabeth Rawson, Allison B. Bernhard, Casey Mcgrath Feb 2018

Is There A Relationship Between Mathematics Background And Conception Of Proof?, Amanda Akin, Elizabeth Rawson, Allison B. Bernhard, Casey Mcgrath

Papers & Publications: Interdisciplinary Journal of Undergraduate Research

To invest in the future of mathematics education is to invest in our future teachers. Equipping such individuals should be the utmost priority, for they will communicate mathematics to our students. Research shows that the way we work with and explain mathematics is consequential to our proof scheme; that is, the proof schemes we hold are the proof schemes we will inevitably teach. This study explores the possible proof schemes and mindsets held by ten university students studying mathematics education at Lee University--six enrolled in a geometry course and four in an algebra course. Through interviews and critical thinking exercises ...


Generating Pythagorean Triples: A Gnomonic Exploration, Janet Heine Barnett Oct 2017

Generating Pythagorean Triples: A Gnomonic Exploration, Janet Heine Barnett

Number Theory

No abstract provided.


Generating Pythagorean Triples: The Methods Of Pythagoras And Of Plato Via Gnomons, Janet Heine Barnett Jul 2017

Generating Pythagorean Triples: The Methods Of Pythagoras And Of Plato Via Gnomons, Janet Heine Barnett

Number Theory

No abstract provided.


The Exigency Of The Euclidean Parallel Postulate And The Pythagorean Theorem, Jerry Lodder Apr 2016

The Exigency Of The Euclidean Parallel Postulate And The Pythagorean Theorem, Jerry Lodder

Geometry

No abstract provided.


Using Context-Aware Ubiquitous Learning To Support Students' Understanding Of Geometry, Helen Crompton Jan 2015

Using Context-Aware Ubiquitous Learning To Support Students' Understanding Of Geometry, Helen Crompton

Teaching & Learning Faculty Publications

In this study, context-aware ubiquitous learning was used to support 4th grade students as they learn angle concepts. Context-aware ubiquitous learning was provided to students primarily through the use of iPads to access real-world connections and a Dynamic Geometry Environment. Gravemeijer and van Eerde’s (2009), design-based research (DBR) methodology was used in this study. As a systematic yet flexible methodology, DBR utilizes an iterative cyclical process of design, implementation, analysis, and revision. Using this particular DBR methodology, a local instruction theory was developed that includes a set of exemplar curriculum activities and design guidelines for the development of context-aware ...


Implementing Common Core State Standards For Mathematics Through Lesson Study, John Thomas Hall Mar 2014

Implementing Common Core State Standards For Mathematics Through Lesson Study, John Thomas Hall

Honors Program Projects

The Common Core State Standards for Mathematics (CCSSM) represent the beginning of a new era in American education. For the first time, a majority of states are sharing expectations for student knowledge in mathematics. While standards cannot change education, the means by which these standards are implemented contribute to the mathematical achievement of students. For instance, the CCSSM incorporate separate content and practice standards for students. Content standards are familiar to most educators, but the expectation of developing mathematical skills highlighted in the practice standards will require changes to lesson preparation and teaching.

In an effort to provide pre-service and ...


A Comparison Of Christian School And Public School Geometry Teachers Concerning The Beliefs Of Practices And Teaching Proofs, Benjamin Lane Jul 2013

A Comparison Of Christian School And Public School Geometry Teachers Concerning The Beliefs Of Practices And Teaching Proofs, Benjamin Lane

Doctoral Dissertations and Projects

Theorists contend that mathematics teachers' beliefs influence their practices; consequently, differing Christian and public school philosophies should lead to different practices. However, some researchers have questioned if Christian education is "truly distinct" from public education. Other researchers have noted that this question is still open and that the philosophical differences between Christian and public school teachers might not be translating into differences in practices. A causal-comparative study was conducted between Christian and public school geometry teachers to investigate these differences. This study took place in Florida and Georgia using an instrument designed to measure four different aspects of teaching geometry ...


Honors Research Symposium Program [Spring 2013], University Honors Program Students And Staff Apr 2013

Honors Research Symposium Program [Spring 2013], University Honors Program Students And Staff

University Honors Research Symposium Programs

No abstract provided.