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Physical Sciences and Mathematics Commons™
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Full-Text Articles in Physical Sciences and Mathematics
Writing In The Geometry Classroom, Amy Lynn Rome
Writing In The Geometry Classroom, Amy Lynn Rome
LSU Master's Theses
This study sought a time-efficient way to implement writing in ninth-grade Geometry. Students wrote responses to five expository writing prompts spread out over the spring semester of the 2014-2015 school year. Students’ first attempts were graded and returned to them along with feedback in the form of a teacher-written exemplar. Students rewrote assignments to improve their grades. All first and second attempts were collected and evaluated. We found that students were more successful after seeing the exemplar. Moreover, on assignments occurring later in the semester, more students were able to score in the top categories of the writing assignments on …
A Critique Of A Student-Centered Learning Approach Used In A Geometry Classroom, Alana Blackwell Day
A Critique Of A Student-Centered Learning Approach Used In A Geometry Classroom, Alana Blackwell Day
LSU Master's Theses
This thesis offers a framework for identifying effective classroom materials to support student-centered learning. Based on a review of published studies on effective classroom activities, as well as theses by Louisiana Math and Science Teachers Institute (LaMSTI) graduates, we identify promising characteristics. We employed these in five lessons, refined them into questions, and offer in final form for use.
Teaching Strategies For Proof Based Geometry, Kristina Marie Chaves
Teaching Strategies For Proof Based Geometry, Kristina Marie Chaves
LSU Master's Theses
This study aims is to discover the best methods for geometry students to master proof writing. Students who are taught how to write proofs in a traditional setting find proofs to be very difficult - struggling throughout the school year writing proofs on their own. Studies have been conducted regarding the use of dynamic geometry software in proof writing. To further study the effects of proof writing using dynamic geometry software, forty-eight freshmen students enrolled in an honors geometry course at a high performing suburban high school in Louisiana were given several proofs to complete, along with self-reflection surveys. During …
Developing Auxiliary Resource Materials To Support The Engageny Geometry Curriculum, Joanne Griffin
Developing Auxiliary Resource Materials To Support The Engageny Geometry Curriculum, Joanne Griffin
LSU Master's Theses
With the advent of current education reform, and the introduction of the Common Core State Standards for Mathematics, the present offerings of the geometry curriculum have become dated. One contribution to remedy this situation is a project by the state of New York called EngageNY. EngageNY is a common core aligned mathematics curriculum across all grades. The EngageNY Geometry Curriculum Module 1 is the basis from which this thesis was developed. It is the purpose of this thesis to present a supplement to the EngageNY Geometry Module 1 Curriculum and to describe why it is advantageous to have such a …
Professional Development For Geometry Teachers Under Common Core State Standards In Mathematics, Ellen Fort
Professional Development For Geometry Teachers Under Common Core State Standards In Mathematics, Ellen Fort
LSU Master's Theses
This thesis offers a model professional development workshop to high school geometry teachers, with a focus on the Common Core State Standards in geometry, including a description of the workshop, materials to assist in the presentation, and follow-up materials. This workshop, which is based upon curriculum written for EngageNY under the direction of Common Core, Inc., has been presented by the author on four separate occasions to a total of approximately two hundred teachers and other school and district personnel over the past few months. Feedback obtained from attendees has been uniformly positive, indicating that the information and understanding obtained …
Using Formative Assessment To Enhance Student Performance On Geometric Proof Writing, Benjamin Hargrave
Using Formative Assessment To Enhance Student Performance On Geometric Proof Writing, Benjamin Hargrave
LSU Master's Theses
The purpose of this research is to uncover best practices to create competent proof writers. Studies have shown the best setting to do this is in the high school geometry classroom. Throughout a yearlong study of geometry, students were exposed to theorems and their demonstrations. Despite constant exposure, students were still unable to produce their own proof of propositions. The questions then became how can an educator provide critical feedback that encourages student reasoning and develops logical argumentation skills? With the goal in mind, twenty-five students enrolled in a geometry course at Baton Rouge High School in Baton Rouge, Louisiana …
Using Writing Assignments In High School Geometry To Improve Students' Proof Writing Ability, Amanda Choppin Mcallister
Using Writing Assignments In High School Geometry To Improve Students' Proof Writing Ability, Amanda Choppin Mcallister
LSU Master's Theses
The Common Core State Standards encourage the use of writing in mathematics classrooms. This study was designed to create a template for high school teachers to use in a geometry class to improve students’ proof writing ability. The students enrolled in the class were asked to complete journal and expository writing assignments throughout the course. The assignments were scored with a rubric. To assess if growth was made in proof writing, the students were all given a test four times throughout the school year. All four tests were assessed using the same rubric. We provide evidence that the template was …
Writing In Geometry With The Common Core State Standards: Developing Mathematical Thinkers, Yvonne Mariki Chimwaza
Writing In Geometry With The Common Core State Standards: Developing Mathematical Thinkers, Yvonne Mariki Chimwaza
LSU Master's Theses
The newly released Common Core State Standards (CCSS) were adopted with the goal in mind that in the future our students will leave high school ready and better prepared for college and careers. In particular, the CCSS insists that a faithful implementation of the eight Standard of Mathematical Practices will lead to a generation of mathematical thinkers who have learned how to read, write, model, reason, and solve problems in mathematical terms. Unfortunately, at present, my students and others do not know how to write and reason mathematically. By way of this thesis, I searched for ways to help forty-five …
Project Explorations And Student Learning In Geometry, Verna Marie Richard
Project Explorations And Student Learning In Geometry, Verna Marie Richard
LSU Master's Theses
The purpose of this study was to examine the structural framework of the EBRPSS 8th Grade Mathematics Comprehensive Curriculum and to compare its effectiveness to a set of project-based lessons that I created for “Unit 4: Measurement and Geometry”. Two classes participated in this study. Pretest and Posttest scores were analyzed to determine if there was a significant advantage to using my supplements. Results of the analysis revealed that there was an advantage to using the supplements, in spite of the time shortage. Hopefully, the supplements implemented in this study will serve as a model for teaching “Unit 4: Measurement …
Modern Interpretation Of Euclid's Theory Of Ratio And Proportion, Mark Robert Stecher
Modern Interpretation Of Euclid's Theory Of Ratio And Proportion, Mark Robert Stecher
LSU Master's Theses
Euclid’s Elements is the foundation for geometry. Book V of Euclid’s Elements, which is independent from the earlier books, focuses on multiples, ratios, and proportions. This paper presents a model of the conceptual content of Book V, but using carefully selected modern notation to represent Euclid’s ideas without changing them drastically. All of the propositions and proofs from Euclid have been restated using just enough modern language to make clear for a modern reader. We also present a modern theory that bears analogy, proposition by proposition, to Euclid’s theory, but uses rigorous modern methods of proof.