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Journal articles on the topic 'High school geometry'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Yuksel, Ismail, Gulcin Celiker, and Yetkin Soy. "The examination of high school students’ geometry self-efficacy beliefs." International Journal of Academic Research 5, no. 6 (December 10, 2013): 41–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.8.

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2

Okolica, Steve, and Georgette Macrina. "Integrating Transformation Geometry into Traditional High School Geometry." Mathematics Teacher 85, no. 9 (December 1992): 716–19. http://dx.doi.org/10.5951/mt.85.9.0716.

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The grades 9-12 section of NCTM's Curriculum and Evaluation Standards for School Mathematics defines transformation geometry as “the geometric counterpart of functions” (1989, 161). Further, the Standards document recognizes the importance of this topic to the high school mathematics curriculum by listing it among the “topics to receive increased attention” (p. 126). Also included on this list is the integration of geometry “across topics.”

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3

Schuster, Seymour, Serge Lang, and Gene Murrow. "Geometry: A High School Course." American Mathematical Monthly 93, no. 4 (April 1986): 318. http://dx.doi.org/10.2307/2323702.

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4

Wong, Wing-Kwong, Sheng-Kai Yin, and Chang-Zhe Yang. "Drawing dynamic geometry figures online with natural language for junior high school geometry." International Review of Research in Open and Distributed Learning 13, no. 5 (November 15, 2012): 126. http://dx.doi.org/10.19173/irrodl.v13i5.1217.

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<p>This paper presents a tool for drawing dynamic geometric figures by understanding the texts of geometry problems. With the tool, teachers and students can construct dynamic geometric figures on a web page by inputting a geometry problem in natural language. First we need to build the knowledge base for understanding geometry problems. With the help of the knowledge base engine InfoMap, geometric concepts are extracted from an input text. The concepts are then used to output a multistep JavaSketchpad script, which constructs the dynamic geometry figure on a web page. Finally, the system outputs the script as an HTML document that can be visualized and read with an internet browser. Furthermore, a preliminary evaluation of the tool showed that it produced correct dynamic geometric figures for over 90% of problems from textbooks. With such high accuracy, the system produced by this study can support distance learning for geometry students as well as distance learning in producing geometry content for instructors.<br /><br /></p>

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Battista, Michael T. "Spatial Visualization and Gender Differences in High School Geometry." Journal for Research in Mathematics Education 21, no. 1 (January 1990): 47–60. http://dx.doi.org/10.5951/jresematheduc.21.1.0047.

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The balance between visual-spatial and verbal-logical thought may determine “mathematical casts of mind” that influence how an individual processes mathematical information. Thus, to investigate the role that spatial thinking plays in learning, problem solving, and gender differences in high school geometry, spatial thought was examined along with its counterpart verbal-logical thought. The results suggest that whereas males and females differed in spatial visualization and in their performance in high school geometry, they did not differ in logical reasoning ability or in their use of geometric problem-solving strategies. There was evidence of gender differences in profiles of those mental abilities that are important for geometry performance and of a teacher-by-gender interaction on geometry achievement.

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Ngirishi, Harrison, and Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.

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There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.

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7

Prevost, Fernand J. "Geometry in the Junior High School." Mathematics Teacher 78, no. 6 (September 1985): 411–18. http://dx.doi.org/10.5951/mt.78.6.0411.

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The van Hiele model of the learning of geometry currently enjoys both popular and research interest. Hoffer (1981) provides an overview of the model and identifies problems that are appropriate for students at each of the five van Hiele levels, the first three of which will be considered in this paper.

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8

Prayito, M., Didi Suryadi, and Endang Mulyana. "Junior High School Geometry Visualization Activity." Journal of Physics: Conference Series 1179 (July 2019): 012049. http://dx.doi.org/10.1088/1742-6596/1179/1/012049.

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9

VIEIRA, C. M. O. B., and J. D. SILVA. "CONSTRUÇÕES GEOMÉTRICAS PARA O ENSINO DE GEOMETRIA NA 1ª SÉRIE DO ENSINO MÉDIO." Revista SODEBRAS 15, no. 180 (December 2020): 53–57. http://dx.doi.org/10.29367/issn.1809-3957.15.2020.180.53.

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10

Szabó, Csaba, Csilla Bereczky-Zámbó, Anna Muzsnay, and Janka Szeibert. "Students’ non-development in high school geometry." Annales Mathematicae et Informaticae 52 (2020): 309–19. http://dx.doi.org/10.33039/ami.2020.12.004.

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11

Avcı, Esat, Özgül Su Özenir, Orkun Coşkuntuncel, Hasibe Gül Özcihan, and Gülcihan Su. "Attitudes of High School Students towards Geometry." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 5, no. 3 (December 24, 2014): 304. http://dx.doi.org/10.16949/turcomat.49922.

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12

Gianto, Emeralda Kislew Andhika, Helti Lygia Mampouw, and Danang Setyadi. "The Development of MOSIRI (Geometry Transformation Module) for High School Students." Al-Jabar : Jurnal Pendidikan Matematika 9, no. 2 (December 15, 2018): 121–34. http://dx.doi.org/10.24042/ajpm.v9i2.3402.

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Geometry transformation is one of the mathematics learning materials that are very closely related to everyday life but has many formulas that make it difficult for students, especially high school students to understand it. Seeing the importance of geometric transformation and difficulties experienced by students, the development of a geometry transformation module was carried out which was able to eliminate difficulties in studying and understanding the geometric transformation. This research is development research with ADDIE development modelto produce a valid, practical, and effectivemodule on geometric transformation. The module is aimed at helping high school students to understand the relevance of geometry transformation to reality and how to solve it. This module is declared valid in terms of media and material aspects with an average validity score of 3.7 (valid) for material aspects and 4 (valid) for media aspect. This module was tested on 10 ten grade high school students and is declared practical based on the indicators of the media practicality sheet. In addition, with the help of a test sheet, it can be seen that this module is able to improve learning outcomes. This can be seen from the results of a paired simple test which shows a significance value of 0,000 () which means that this module is able to provide differences or improve students’ learning outcomes based on the average pretest score which is 51 to 88 of theaverage posttest score. Based on the three tests, this module was declared valid, practical, and effective to be used in geometric transformation material for high school students.

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13

Hart, Eric W. "Vertex-Edge Graphs: An Essential Topic in High School Geometry." Mathematics Teacher 102, no. 3 (October 2008): 178–85. http://dx.doi.org/10.5951/mt.102.3.0178.

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Secondary school geometry is perhaps most succinctly described as the study of shape. Many aspects of shape are studied, such as properties of and relationships among shapes, location of shapes, transformations of shapes, and reasoning about shape. Consider an important counterpoint to this shape story or perhaps chapter zero in the story—the study of vertex-edge graphs, which are geometric objects for which shape is not an essential characteristic.

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Hart, Eric W. "Vertex-Edge Graphs: An Essential Topic in High School Geometry." Mathematics Teacher 102, no. 3 (October 2008): 178–85. http://dx.doi.org/10.5951/mt.102.3.0178.

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Secondary school geometry is perhaps most succinctly described as the study of shape. Many aspects of shape are studied, such as properties of and relationships among shapes, location of shapes, transformations of shapes, and reasoning about shape. Consider an important counterpoint to this shape story or perhaps chapter zero in the story—the study of vertex-edge graphs, which are geometric objects for which shape is not an essential characteristic.

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15

Dayao., RyanJayC. "DETERMINANTS OF STUDENTS’ ACHIEVEMENT IN HIGH SCHOOL GEOMETRY." International Journal of Advanced Research 6, no. 9 (August 31, 2018): 1046–53. http://dx.doi.org/10.21474/ijar01/7611.

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16

Wu, Hung-Hsi. "The role of Euclidean geometry in high school." Journal of Mathematical Behavior 15, no. 3 (September 1996): 221–37. http://dx.doi.org/10.1016/s0732-3123(96)90002-4.

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Lornell, Randi, and Judy Westerberg. "Fractals in High School: Exploring a New Geometry." Mathematics Teacher 92, no. 3 (March 1999): 260–69. http://dx.doi.org/10.5951/mt.92.3.0260.

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18

Koichu, Boris, and Abraham Berman. "When Do Gifted High School Students Use Geometry to Solve Geometry Problems?" Journal of Secondary Gifted Education 16, no. 4 (August 2005): 168–79. http://dx.doi.org/10.4219/jsge-2005-481.

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This article describes the following phenomenon: Gifted high school students trained in solving Olympiad-style mathematics problems experienced conflict between their conceptions of effectiveness and elegance (the EEC). This phenomenon was observed while analyzing clinical task-based interviews that were conducted with three members of the Israeli team participating in the International Mathematics Olympiad. We illustrate how the conflict between the students’ conceptions of effectiveness and elegance is reflected in their geometrical problem solving, and analyze didactical and epistemological roots of the phenomenon.

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19

Woodward, Ernest. "Soundoff: High School Geometry Should Be a Laboratory Course." Mathematics Teacher 83, no. 1 (January 1990): 4–5. http://dx.doi.org/10.5951/mt.83.1.0004.

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Present day instruction in geometry is ineffective. Results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) (Brown et al. 1988) indicate that fewer than half the eleventh-grade students who had taken geometry could apply the Pythagorean theorem in a routine problem and that fewer than a third of these students could find the perimeter of a rhombus drawn on grid paper. Eleventh-grade students who had taken geometry performed only slightly better on spatialvisualization tasks than eleventh-grade students who had not taken geometry.

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20

Battista, Michael T. "Spatial Visualization and Gender Differences in High School Geometry." Journal for Research in Mathematics Education 21, no. 1 (January 1990): 47. http://dx.doi.org/10.2307/749456.

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21

Guzel, Nuran, and Ersin Sener. "High school students’ spatial ability and creativity in geometry." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1763–66. http://dx.doi.org/10.1016/j.sbspro.2009.01.312.

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22

Ridgway, Carolyn, and Christopher Healy. "Evaluation of Empowerment in a High School Geometry Class." Mathematics Teacher 90, no. 9 (December 1997): 738–41. http://dx.doi.org/10.5951/mt.90.9.0738.

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Since the publication of the Curriculum and Eualuation Standards for School Mathematics in 1989, the National Council of Teachers of Mathematics has been encouraging teachers to give more responsibility and choice to students. Students become mathematically empowered as they solve problems together in a community oflearners, communicate with one another concerning mathematical ideas, and use reason and logic to defend their work. To teach in accordance with these standards has required teachers to sruft the ways in which they view and manage their classrooms (Frye 1991).

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23

Chinnappan, Mohan. "The accessing of geometry schemas by high school students." Mathematics Education Research Journal 10, no. 2 (September 1998): 27–45. http://dx.doi.org/10.1007/bf03217341.

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24

Mason, Marguerite M., and Sara Delano Moore. "Assessing Readiness for Geometry in Mathematically Talented Middle School Students." Journal of Secondary Gifted Education 8, no. 3 (February 1997): 105–10. http://dx.doi.org/10.1177/1932202x9700800302.

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Mathematically talented middle grade students are traditionally served by beginning Algebra I (and the traditional pre-calculus sequence) in seventh, or even sixth, grade. They thus enroll in geometry early, with little attention paid to the fact that readiness for and success in algebra requires different skills and types of understanding than readiness for and success in geometry. Research about geometric understanding in regular and gifted students, as well as research predicting success in high school geometry classes, suggests that the decision to place mathematically talented students in geometry classes at a younger than typical age should be made on the basis of more information than the successful completion of Algebra I. This paper describes a procedure for assessing geometry readiness in mathematically able middle school students.

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25

Kadarisma, Gida, Nelly Fitriani, and Risma Amelia. "RELATIONSHIP BETWEEN MISCONCEPTION AND MATHEMATICAL ABSTRACTION OF GEOMETRY AT JUNIOR HIGH SCHOOL." Infinity Journal 9, no. 2 (September 22, 2020): 213. http://dx.doi.org/10.22460/infinity.v9i2.p213-222.

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This study aims to examine the misconceptions that often occur in junior high school students on the concept of geometry based on abstraction level. The research method is qualitative with a case study design. Subjects in this study are 27 students of the 3rd grade of junior high school students, who had to learn all the concepts that will be appeared on the test. Material that will be given on the test of this research is the concept of Triangle, Quadrilateral, Flat Side Geometry and Curved Side Geometry. This research takes a place at one of the junior high schools in Cimahi. The instrument in this study is a diagnostic test (to find out the types of students’ misconception), mathematical abstraction tests (to determine the level of abstraction) and interview rubrics. Misconceptions produced by students are closely related to students’ mathematical abstractions, the higher the level of abstraction ability, the more students away from misconceptions. The topic taken in this study is the topic of basic geometry, the results can be a source of information about the types of misconception that often occur in students, and how the solution so that these misconception do not re-occur.

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Martinatto, Marângela Andrade, Cinthya Maria Schneider Meneghetti, and Fabíola Aiub Sperotto. "ATIVIDADES DE GEOMETRIA PARA O ENSINO MÉDIO." Ciência e Natura 37 (August 7, 2015): 254. http://dx.doi.org/10.5902/2179460x14227.

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http://dx.doi.org/10.5902/2179460X14227This work suggests activities to introduce and develop content for Solid Geometry, particularly prisms and pyramids with High School students, prioritizing the visualization of solids in space, identifying the differences in the shape and characteristics of its elements, without requiring memorization formulas. Also emphasizes the importance of recapitulation of concepts of Plane Geometry. With the passing of years, students have encountered difficulties in mathematics in Middle school and this has a direct consequence on learning of these students in contents related to the High School. To check the veracity of this statement, a survey was conducted through a questionnaire with teachers working with Solid Geometry in seven High Schools in southern State of Rio Grande do Sul. Suggested activities that introduce and complement the contents found in traditional textbooks. Teachers, even with limited resources may use these activities with their students to improve the learning of Solid Geometry in High School.

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27

Allen, David. "Families Ask: Geometry: More than Just Shapes." Mathematics Teaching in the Middle School 12, no. 2 (September 2006): 100–101. http://dx.doi.org/10.5951/mtms.12.2.0100.

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Think back to the geometry you experienced as an elementary school student. Now recall a problem from high school geometry. Often, geometry tasks at the younger grades are limited to identifying shapes or labeling properties; in high school, students are expected to use abstract reasoning to prove a complex relationship. Instruction in geometry has traditionally been overlooked during middle school, which causes a gap between elementary school experiences and the thought processes required in high school.

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Hollebrands, Karen F. "Connecting Research to Teaching: High School Students' Intuitive Understandings of Geometric Transformations." Mathematics Teacher 97, no. 3 (March 2004): 207–14. http://dx.doi.org/10.5951/mt.97.3.0207.

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Before designing, selecting, or implementing a lesson, understanding the knowledge that your students already have (or do not have) is helpful, regardless of the topic that you are teaching. When I began to teach geometric transformations to a class of tenth-grade honors geometry students, I attempted to assess their knowledge. What I learned about these students' initial understandings of geometric transformations was surprising, as well as extremely useful for planning instruction. Knowing in advance the difficulties that students may experience when learning new mathematical concepts and skills can help prepare teachers for the classroom.

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Alves, Alceu Domingues, Josinalva Estacio Menezes, and Romildo de Albuquerque Nogueira. "Introduzindo a geometria fractal no ensino médio: uma abordagem baseada nas formas dos objetos construídos pela natureza." Latin American Journal of Development 3, no. 5 (September 8, 2021): 2847–57. http://dx.doi.org/10.46814/lajdv3n5-014.

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A Geometria Fractal é um tema que tem sido pouco explorado nos ensinos fundamental e médio, apesar da sua extrema utilidade na descrição das formas construídas pela natureza. O objetivo geral desse trabalho foi propor e analisar estratégias didáticas para ensinar a geometria fractal, no ensino fundamental e médio, a partir da observação dos objetos e fenômenos naturais e criados pelo homem. Apesar da perfeita adequação das estratégias didáticas propostas a todo ensino básico a amostra trabalhada foi constituída de só por alunos de uma turma de terceiro ano do ensino médio de uma escola pública da rede oficial de ensino do Estado de Pernambuco. A teoria dos construtos pessoais de Kelly foi o método usado na realização da pesquisa. Os resultados obtidos sugerem que os estudantes ampliaram seus construtos pessoais em função da intervenção didática proposta e que é possível introduzir no ensino médio a geometria fractal. Fractal Geometry is a topic that has been little explored in elementary and high schools, despite its extreme usefulness in describing the shapes built by nature. The general objective of this work was to propose and analyze didactic strategies to teach fractal geometry, in elementary and high school, based on the observation of natural and man-made objects and phenomena. Despite the perfect adequacy of the proposed didactic strategies to all basic education, the studied sample consisted of only students from a third-year high school class in a public school in the official teaching network in the State of Pernambuco. Kelly's personal constructs theory was the method used in conducting the research. The results obtained suggest that students expanded their personal constructs as a result of the proposed didactic intervention and that it is possible to teach fractal geometry in high school.

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Bashiru, Amidu, and Josephine Nyarko. "Van Hiele Geometric Thinking Levels of Junior High School Students of Atebubu Municipality in Ghana." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (June 15, 2019): 39–50. http://dx.doi.org/10.4314/ajesms.v15i1.4.

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This study was to measure the Van Hiele’s levels of geometric thinking attained by Ghanaian Junior High School Form 3 (JHS 3) students before writing the BECE. A quantitative research approach was employed in the study and a sample of 105 students randomly selected from the four schools. The results showed that 22 students (20.95%) of the students could not attain any VHG level at all, that means they were in level 0. 65 students (61.91%) of the students attained Van Hiele’s level 1, 17 (16.19%) reached level 2, and only 1 (0.95%) reached level 3. An independent t-test yielded no statistically significant difference between public and private school students in their geometric thinking levels t(103) = 0.926, p > 0.05. The findings indicated that most of the Ghanaian JHS graduates do not attain satisfactory levels of VHGT. Recommendations are made for improving the teaching of geometry.

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31

Ayuningtyas, W., Mardiyana, and I. Pramudya. "Analysis of student’s geometry reasoning ability at senior high school." Journal of Physics: Conference Series 1188 (March 2019): 012016. http://dx.doi.org/10.1088/1742-6596/1188/1/012016.

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32

Weldeana, Hailu Nigus. "GENDER POSITIONS AND HIGH SCHOOL STUDENTS’ ATTAINMENT IN LOCAL GEOMETRY." International Journal of Science and Mathematics Education 13, no. 6 (May 8, 2014): 1331–54. http://dx.doi.org/10.1007/s10763-014-9548-7.

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33

Sahrudin, A., M. T. Budiarto, and Manuharawati. "The abstraction of junior high school student in learning geometry." Journal of Physics: Conference Series 1918, no. 4 (June 1, 2021): 042072. http://dx.doi.org/10.1088/1742-6596/1918/4/042072.

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34

Battista, Michael T. "MATHSTUFF Logo Procedures: Bridging the Gap between Logo and School Geometry." Arithmetic Teacher 35, no. 1 (September 1987): 7–11. http://dx.doi.org/10.5951/at.35.1.0007.

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Much enthusiasm has been generated about students' investigating and exploring the world of Logo's “turtle graphics” to learn geometry. This enthusiasm is easy to understand, since the computer screen in which the Logo turtle moves represents a small portion of a mathematical plane. As it is taught in middle and junior high school, geometry is essentially the study of such a plane and the objects that exist within it. So creating shapes with the turtle clearly involves geometric thought. However, the geometric ideas encountered in Logo are many times not covered in the standard curriculum; thus, integrating Logo activities with textbook topics can be difficult. This article will describe how teachers familiar with Logo can employ some special procedures (or programs) that allow students to explore and use traditional geometric topics within the context of the exciting environment of Logo.

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Stenglein, Sharon. "Projects." Mathematics Teacher 89, no. 9 (December 1996): 786–87. http://dx.doi.org/10.5951/mt.89.9.0786.

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In 1989, the Geometry Learning Project (GLP) of the Curriculum Research and Development Group of the University of Hawaii set out to develop a high school geometry curriculum that effectively supports students' construction of geometric knowledge, carrying out the mandates of the NCTM's Standards documents (1989, 1991, 1995) and other calls for substantive change in the htgh school geometry curriculum. Following seven years of intensive research and field testing, which was funded by the National Science Foundation, the United States Department of Education, and the University of Hawaii, a final set of curriculum materials is being made available for broader dissemination.

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Saputra, Paulus Roy. "Pembelajaran Geometri Berbantuan Geogebra dan Cabri Ditinjau dari Prestasi Belajar, Berpikir Kreatif dan Self-Efficacy." PYTHAGORAS: Jurnal Pendidikan Matematika 11, no. 1 (June 10, 2016): 59. http://dx.doi.org/10.21831/pg.v11i1.9680.

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Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pembelajaran geometri berbantuan Cabri dan pembelajaran geometri berbantuan Geogebra ditinjau dari prestasi belajar, berpikir kreatif, dan self-efficacy siswa SMP. Penelitian ini adalah penelitian eksperimen semu desain pretest-posttest non equivalent group design. Penelitian ini menggunakan dua kelompok eksperimen tanpa kelompok kontrol. Populasi penelitian ini mencakup seluruh siswa kelas VII SMP Santa Maria Banjarmasin. Sampel terdiri dari dua kelas, yaitu kelas VIIA dan kelas VIIB yang dipilih secara acak. Kelas VIIA menggunakan pembelajaran geometri berbantuan Cabri dan kelas VIIB menggunakan pembelajaran geometri berbantuan Geogebra. Hasil penelitian ini menunjukkan bahwa ditinjau dari prestasi belajar, berpikir kreatif, dan self-efficacy siswa (1) pembelajaran geometri berbantuan Cabri efektif; (2) pembelajaran geometri berbantuan Geogebra efektif; (3) terdapat perbedaan keefektifan pembelajaran geometri berbantuan Geogebra dan Cabri; (4) pembelajaran geometri berbantuan Geogebra lebih efektif dari pada pembelajaran geometri berbantuan Cabri.Kata Kunci: Cabri, Geogebra, prestasi belajar, berpikir kreatif, dan self-efficacy Geometry Instruction Using Cabri and Geogebra in Terms of Achievement, Creative Thinking, and Self-Efficacy AbstractThis study aimed to describe and to compare the effectiveness geometry instruction using Cabri and Geogebra in terms of the achievement, creative thinking, and self-efficacy of the students junior high schools. This research was a quasi-experimental research with the pretest-posttest non-equivalent group design. This study used two experimental groups without control groups. The population of the study was all grade VII students of Junior High School Saint Mary Banjarmasin. The sample of two classes (class VIIA, and class VIIB) was established randomly. Class VIIA got geometry instruction with Cabri and class VIIB got geometry instruction with Geogebra. The results show that in terms of students’ academic achievement, creative thinking, and self-efficacy: (1) geometry instruction using by Cabri was effective; (2) geometry instruction using by Geogebra was effective; (3) there was a difference in the instruction using Cabri and that using Geogebra; (4) geometry instruction using Geogebra was more effective than geometry instruction using Cabri.Keywords: Cabri, Geogebra, academic achievement, creative thinking, and self – efficacy

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37

Ko, Inah, and Patricio Herbst. "Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience." Journal for Research in Mathematics Education 51, no. 5 (November 2020): 600–630. http://dx.doi.org/10.5951/jresematheduc-2020-0163.

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This study proposes task of teaching as an organizer of dimensionality in teachers’ subject matter knowledge for teaching (SMK) and investigates it in the context of measuring SMK for teaching high school geometry (SMK-G). We hypothesize that teachers use different SMK-G in different aspects of their teaching work and that such differences can be scaled and associated with key elements of instruction. Analyses of 602 high school teachers’ responses to two sets of items designed to measure the SMK-G used in two particular tasks of teaching—understanding students’ work (USW) and choosing givens for a problem (CGP)—suggested the two scales of SMK-G to be distinguishable and differently related to experience in teaching high school geometry.

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38

Nirode, Wayne. "Proofs without Words in Geometry." Mathematics Teacher 110, no. 8 (April 2017): 580–87. http://dx.doi.org/10.5951/mathteacher.110.8.0580.

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39

Battista, Michael T., and Douglas H. Clements. "Connecting Research to Teaching: Geometry and Proof." Mathematics Teacher 88, no. 1 (January 1995): 48–54. http://dx.doi.org/10.5951/mt.88.1.0048.

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Educators continue to debate the relative emphasis that formal proof should play in high school geometry. Some argue that we should continue the traditional focus on axiomatic systems and proof Some believe that we should abandon proof for a less formal investigation of geometric ideas. Others believe that students should move gradually from an informal investigation of geometry to a more proof-oriented focus.

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Battista, Michael T., and Douglas H. Clements. "Using Logo Pseudoprimitives for Geometric Investigations." Mathematics Teacher 81, no. 3 (March 1988): 166–74. http://dx.doi.org/10.5951/mt.81.3.0166.

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The computer screen in which the Logo turtle moves represents a small portion of a mathematical plane. A great deal of the geometry taught in junior and senior high school is essentially the study of such a plane and the objects that exist within it. Thus, creating and investigating shapes with the turtle clearly involves geometric thought. However, because many geometric ideas encountered in Logo are not covered in the standard curriculum, integrating them with textbook topics can be difficult. To allow traditional geometric topics to be used within the context of the exciting environment of Logo, a set of special procedures, called pseudoprimitives, has been created (Battista 1987). This article will describe how these procedures can be extended and used in junior and senior high school geometry.

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Battista, Michael T. "Learning Geometry in a Dynamic Computer Environment." Teaching Children Mathematics 8, no. 6 (February 2002): 333–39. http://dx.doi.org/10.5951/tcm.8.6.0333.

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NCTM's Principles and Standards for School Mathematics suggests that interactive geometry software can be used to enhance student learning (2000). This article shows how using such software can foster the development of students' understanding and reasoning about two-dimensional shapes. The article first describes basic principles that underlie high-quality geometry instruction, then gives examples that illustrate how appropriate use of dynamic software can enhance students' geometric reasoning.

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Musilek, Michal. "HOW TO INCLUDE RAINBOW FORMATION TO TEACHING OF PHYSICS AT HIGH SCHOOLS USING ICT?" GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 3 (November 25, 2011): 19–24. http://dx.doi.org/10.48127/gu-nse/11.8.19b.

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The basic topics of physics include optics. In teaching of physics at high schools we explain how to assemble and use microscope or telescope but we don't explain to our stu-dents why we can see a rainbow in the sky. The article wants to point out that the rainbow formation is an interesting and didactically relevant theme of high school physics, also with strong ties to the mathematics and computer science. We can lead students to create a dy-namic model of light beam motion in a drop of water using geometric sketchbook (i.e. Cabri Geometry or GeoGebra). Based on the understanding of the model then students determine so-called rainbow function, calculate and draw its graph using a spreadsheet (i.e. MS Excel or OpenOffice.org Calc). With the use of ICT the interpretation of rainbow formation is easy to understand for students, and it also adds an unusual, yet effective use of two kinds of ap-plication software. Key words: high school, physics, optics, rainbow formation, geometric sketchbook, spread-sheet.

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Shapovalova, Natalia, and Svitlana Kuchmenko. "Applying Dynamic Geometry Software In The Studying Process In High School." Physical and Mathematical Education 18, no. 4 (December 2018): 177–82. http://dx.doi.org/10.31110/2413-1571-2018-018-4-030.

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Kurudirek, Abdullah, and Huseyin Akca. "On Explanation of Polygons in Galilean Geometry to High School Students." OALib 02, no. 06 (2015): 1–7. http://dx.doi.org/10.4236/oalib.1101391.

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Schuster, Seymour. "Geometry: A High School Course. By Serge Lang and Gene Murrow." American Mathematical Monthly 93, no. 4 (April 1986): 318–21. http://dx.doi.org/10.1080/00029890.1986.11971817.

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Sari, D. N. O., Mardiyana, and I. Pramudya. "Gender differences in junior high school students’ mathematical connection in geometry." Journal of Physics: Conference Series 1613 (August 2020): 012069. http://dx.doi.org/10.1088/1742-6596/1613/1/012069.

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Виситаева, М., and Maret Visitaeva. "Classification of Abilities of High School Students in the Geometry Study." Profession-Oriented School 6, no. 3 (July 18, 2018): 43–51. http://dx.doi.org/10.12737/article_5b2782842d7ec6.86271773.

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The classifi cation of skills, which are the basis of mathematical abilities of students for basic and advanced levels are given: possession of basic techniques common training activities; possession of creative techniques and research training activities; image and the construction of geometrical figures; possession of the basic methods associated with the defi nition of the mutual position, properties and characteristics of geometric shapes and their components; handling trigonometric functions of an acute angle; based on real or mentally (vectors, geometric shapes and geometric quantities).

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Reys, Robert, and Rustin Reys. "Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?" Mathematics Teacher 102, no. 8 (April 2009): 568–70. http://dx.doi.org/10.5951/mt.102.8.0568.

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High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

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Reys, Robert, and Rustin Reys. "Sound Off!: Two High School Mathematics Curricular Paths—Which One to Take?" Mathematics Teacher 102, no. 8 (April 2009): 568–70. http://dx.doi.org/10.5951/mt.102.8.0568.

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High schools are requiring students to complete more years of mathematics in order to graduate (Reys et al. 2007). This requirement raises several questions for schools, teachers, students, and parents. In particular, what mathematics should students study, and how should that mathematics be organized? High school mathematics programs today use two different mathematics course sequences. One sequence focuses each course on a specific subject (algebra, geometry, algebra, or precalculus), while the other integrates mathematical strands throughout each course. Choosing between subject-based and integrated course sequences stimulates discussions about-and often controversy over—which organizational choice is best and for whom.

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Тихонов-Бугров and Dmitriy Tikhonov-Bugrov. "On Some Problems of Graphics Training at Technical High Educational Institutions (view from St. Petersburg)." Geometry & Graphics 2, no. 1 (March 3, 2014): 46–52. http://dx.doi.org/10.12737/3848.

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A review of problems related to geometry and graphics training at school and high educational institution has been presented within the meaning of discussions on meeting of «Descriptive Geometry, Graphics, CADD» section of Saint Petersburg House of Scientists. It has been shown that in connection with minimization in the school program of graphics and due to focused training on geometry, the competence level of freshmen does not meet high educational institutions’ requirements. It is firmly established that descriptive geometry is the only subject to facilitate these gaps liquidation during the first year of educating. Different variants of educating programs are considered and analyzed.

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