Relevant bibliographies by topics / Teaching and learning of Geometry

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching and learning of Geometry'

Author: Grafiati
Published: 8 September 2021
Last updated: 18 February 2022

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Journal articles on the topic "Teaching and learning of Geometry"

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Schettino, Carmel. "Teaching Geometry through Problem-Based Learning." Mathematics Teacher 105, no. 5 (December 2011): 346–51. http://dx.doi.org/10.5951/mathteacher.105.5.0346.

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Serin, Hamdi. "Perspectives on the Teaching of Geometry: Teaching and Learning Methods." Journal of Education and Training 5, no. 1 (February 23, 2018): 1. http://dx.doi.org/10.5296/jet.v5i1.12115.

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Geometry, an important branch of Mathematics, has a place in education for the development of critical thinking and problem solving, furthermore, that geometrical shapes are parts of our lives as they appear almost everywhere, geometry is utilized in science and art as well. This paper defines geometry teaching and puts forth why it has been given an important place in teaching mathematics. The major issue the paper deals with is to facilitate teaching Geometry through employing same useful preaches.
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Clements, Douglas H., and Michael T. Battista. "Computer Environments for Learning Geometry." Journal of Educational Computing Research 10, no. 2 (March 1994): 173–97. http://dx.doi.org/10.2190/8074-298a-ktl2-uqvw.

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Given their graphic capabilities, computers may facilitate the construction of geometric concepts. Comparative media research, however, reveals few differences between media; alterations in curricula or teaching strategies might also explain the positive results of many studies that compare computer to noncomputer media. Yet, there remain certain computer functions that non-computer media may not easily duplicate. This article reviews research to describe such functions of construction-oriented environments and to evaluate their unique contributions to students' learning of geometry. Implications for the design of geometric computer environments for geometry education are drawn.
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Aieta, Joseph F. "Microworlds: Options for Learning and Teaching Geometry." Mathematics Teacher 78, no. 6 (September 1985): 473–80. http://dx.doi.org/10.5951/mt.78.6.0473.

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What is the least common multiple of 54 and 360? You probably came up with the answer in a few seconds or even sooner if you have worked with turtle graphics recently! In any case, if the first number was 254 instead of 54, most of us would reach for paper, pencil, and even a calculator. How do you draw the bisector of an angle? Most likely, you would first locate a straightedge and compass or protractor, depending on the context of the problem. For each of these questions, a natural first step is to select appropriate tools.
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Leitão, Rui, J. M. F. Rodrigues, and Adérito Fernandes Marcos. "Game-Based Learning." International Journal of Art, Culture and Design Technologies 4, no. 1 (January 2014): 63–75. http://dx.doi.org/10.4018/ijacdt.2014010105.

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In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.
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Sunzuma, Gladys, and Aneshkumar Maharaj. "In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching." Bolema: Boletim de Educação Matemática 34, no. 66 (April 2020): 22–39. http://dx.doi.org/10.1590/1980-4415v34n66a02.

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Abstract Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners' cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers' teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focus group discussions and questionnaires were used as data gathering instruments. The sample comprised of 40 in-service mathematics teachers. Findings show that both teacher-centered and learner-centered approaches were used in geometry teaching and learning. The study also revealed that teachers had the opinion that ethnomathematics approaches should be integrated into geometry teaching. The study recommends that teachers should be trained to use ethnomathematics approaches when teaching geometry.
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Kuzniak, Alain, Philippe Richard, and Athanasios Gagatsis. "CERME7 Working Group 4: Geometry teaching and learning." Research in Mathematics Education 14, no. 2 (July 2012): 191–92. http://dx.doi.org/10.1080/14794802.2012.694285.

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Ubuz, Behiye, and Asuman Duatepe-Paksu. "Teaching and learning geometry in drama based instruction." European Journal of Science and Mathematics Education 4, no. 2 (April 15, 2016): 176–85. http://dx.doi.org/10.30935/scimath/9463.

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Vidermanova, Kitti, and Dusan Vallo. "Practical Geometry Tasks as a Method for Teaching Active Learning in Geometry." Procedia - Social and Behavioral Sciences 191 (June 2015): 1796–800. http://dx.doi.org/10.1016/j.sbspro.2015.04.421.

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Khotimah, Khusnul. "PENGGUNAAN TEKNOLOGI 3 DIMENSI SEBAGAI METODE PEMBELAJARAN GEOMETRI PADA ANAK USIA 5 - 6 TAHUN." Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini 11, no. 2 (December 1, 2020): 150–54. http://dx.doi.org/10.17509/cd.v11i2.24887.

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Geometry is an important field for life and need to be teaching as early as possible so that children’s understanding ability about space and shape can get better. Old learning geometry methode only using paper and pencil while now as techonologies growing up so fast, teacher and school start using technology as a media learning for geometry. By using technology, such as; virtual reality, dynamics geometry software, etc, children can more develop and explore their geometric ability and get to know more about geometry. Plus, children around age 5- years old usually learning something through concrete so that’s why we need techonology as a media to make geometric learning more realistic so that children can develop their cognitive ability, especially in geometry field. This is qualitative study and using literature study as a collecting data methode. So, the conclusion is that by using technology as a geometry learning media is really help for children aged 5-6 years old to get to more understand about geometry.
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Dissertations / Theses on the topic "Teaching and learning of Geometry"

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LeitÃo, Maria RobevÃnia. "Tessellations in the teaching of Euclidean geometry." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15899.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior
A Tessellation the Euclidean plane is a cover of it for figures that fit perfectly with no overlaps or gaps between them, so that the partitioned area is equal to the total size. This paper presents suggestions of flat Euclidean geometry content approach through these tessellations as a more atractive strategy that aims to show how you can make teaching more attractive Euclidean Geometry, motivated by interest in solving problems tessellations. Initially we will make a brief study of basics of flat Euclidean geometry, definition, elements and types of tessellations. Next it is suggested a sequence of three activities that address, in an interdisciplinary way and contextualized flat Euclidean geometry abstract content for elementary and secondary education.The first activity is one of the regular polygons approach through tessellations of the Euclidean plane using only one type of polygon. The activity 2 deals with the study of the possibilities of tessellations of the Euclidean plane using two or more regular polygons. Activity 3 addresses the isometries through the works of Escher, with analysis of some works of this artist and construction of tessellations in Escher style. It is discussed some applications of tessellations in mathematics itself, in nature, in the information theory and the arts.The exploration of abstract geometric concepts using concrete materials in a contextualized, interdisciplinary approach allows students to develop skills necessary skills to its construction as a citizen conscious and active in the environment they live in. It is hoped that this work will significantly contribute to improving quality of mathematics teaching.
Tesselar o plano euclidiano significa cobri-lo com figuras que se encaixem perfeitamente nÃo havendo sobreposiÃÃes, nem espaÃos vazios entre elas, de modo que a superfÃcie particionada seja igual ao tamanho total. Esse trabalho apresenta sugestÃes de abordagem de conteÃdos de geometria euclidiana plana atravÃs dessas tesselaÃÃes como uma estratÃgia de ensino que objetiva mostrar como à possÃvel tornar o ensino da geometria euclidiana mais atraente, motivado pelo interesse em resolver problemas de tesselaÃÃes. Inicialmente faremos um breve estudo sobre conceitos bÃsicos de geometria euclidiana plana, definiÃÃo, elementos e tipos de tesselaÃÃes. Em seguida sÃo sugeridas uma sequÃncia de trÃs atividades que abordam, de maneira interdisciplinar e contextualizada conteÃdos abstratos de geometria euclidiana plana para o ensino fundamental e mÃdio. A atividade 1 trata da abordagem de polÃgonos regulares por meio de tesselaÃÃes do plano euclidiano utilizando um sà tipo de polÃgono. A atividade 2 aborda o estudo das possibilidades de tesselaÃÃo do plano euclidiano utilizando dois ou mais polÃgonos regulares. A atividade 3 aborda as isometrias atravÃs das obras de Escher, com anÃlise de algumas obras desse artista e construÃÃo de tesselaÃÃes no estilo Escher. Discute-se algumas aplicaÃÃes das tesselaÃÃes dentro da prÃpria matemÃtica, na natureza e nas artes. A exploraÃÃo de conceitos geomÃtricos abstratos utilizando materiais concretos num enfoque contextualizado e interdisciplinar possibilita ao aluno desenvolver habilidades competÃncias necessÃrias para sua construÃÃo enquanto cidadÃo consciente e ativo no meio em que vive. Espera-se que este trabalho contribua significativamente para a melhoria de qualidade do ensino de MatemÃtica.
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Leung, Hoi-cheung, and 梁海翔. "Enhancing students' ability and interest in geometry learning through geometric constructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367746.

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Students nowadays are relatively confident in directly applying geometrical theorems and theories. Nevertheless, it has been a common phenomenon that students are not confident in constructing geometric proofs. They lack the confidence and sufficient experience and knowledge in conducting deductive geometrical proofs. To some students, they treat proofs simply as another type of examination questions which they can tackle by repeated drillings. Students make use of straightedges and compasses to construct different geometry figures in geometric constructions. Through geometric constructions, we can train our prediction and logical thinking skills when investigating the properties of geometric figures. Geometric constructions provide students with hands-on experience to geometry learning which requires students to have more in-depth thinking. This is an empirical study on the implementation of geometric construction workshops among junior secondary students in Hong Kong. Results have shown that students enjoyed the construction tasks during the workshops. Analysis has implied that geometric constructions help improve students’ ability in constructing geometric proofs and to raise their interests in geometry learning.
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Master of Education
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Jasutė, Egle. "Interactive visualization model for the constructionist teaching and learning of geometry." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141209_111855-74602.

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Teaching of mathematics is one of the most complicated and demanding disciplines in a curriculum. The aim of a teacher is not only to communicate knowledge but also to engage the students, motivate them and involve in active learning process by encouraging them to construct their knowledge and competencies. Dynamic geometry systems based on the principle of constructionist learning enable to effectively involve students into the activity by constructing their mathematical knowledge and competencies. However, teachers of mathematics find it difficult to employ the systems since the technical skills of the teachers are inadequate. The visualization of secondary school geometry by using the systems of dynamic geometry systems, i.e. interactive microworlds, can help to solve the problem. The dissertation has analysed the methods of informatics which are employed to develop learning software, the capacities of dynamic geometry systems and the concepts of constructionist teaching and learning as well as interactive visualization. A model to create interactive microworlds is presented with reference to the implemented technological capacities of dynamic geometry systems and the didactics of constructionist teaching of mathematics. The syntax and semantics of dynamic geometry objects has been formalized through the abstract data types which help to describe scenarios of interactive visualization according to a model. The model has been implemented through the visualization of 9-10... [to full text]
Matematikos mokymas viena iš sudėtingiausių ir daugiausiai dėmesio reikalaujanti disciplina mokykliniame kurse. Mokytojo tikslas ne tik perteikti žinias, bet sudominti, motyvuoti ir įtraukti klasės mokinius į aktyvų mokymosi procesą konstruojant savo žinias ir gebėjimus. Dinaminės geometrijos sistemos grįstos konstrukcionistinio mokymosi principu padeda efektyviai įtraukti mokinius į veiklą konstruojant matematines žinias ir gebėjimus. Tačiau matematikos mokytojui sudėtinga naudoti šias sistemas, nes dažnai mokytojo techniniai gebėjimai yra nepakankami. Šiai problemai išspręsti gali padėti mokyklinės geometrijos vizualizavimas panaudojant dinaminės geometrijos sistemas – sukurti interaktyvūs mikropasauliai. Disertacijoje išnagrinėti informatikos metodai taikomi kuriant skaitmenines priemones mokymuisi, dinaminių geometrijos sistemų galimybės, konstrukcionistinio mokymo(si), interaktyvaus vizualizavimo sąvokos. Pateikiamas modelis interaktyviems mikropasauliams kurti atsižvelgiant į naudojamos dinaminės geometrijos sistemos technologines galimybes ir konstrukcionistinio matematikos mokymo didaktiką. Formalizuota dinaminės geometrijos objektų sintaksė ir semantika abstrakčiaisiais duomenų tipais, kuri padeda aprašyti scenarijus interaktyviam vizualizavimui pagal modelį. Modelis įgyvendintas vizualizuojant 9-10 klasės matematikos kursą. Sukurta apie 400 interaktyvių mikropasaulių. Atliktas įvertinimas parodė, kad modelis gali būti įgyvendintas įvairiose dinaminės geometrijos... [toliau žr. visą tekstą]
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Ho, Chiu-chi, and 何釗志. "The use of computer software in geometry learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196011X.

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Yau, Lai-chu Irene, and 尤麗珠. "The impact of origami workshops on students' learning of geometry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35686315.

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BARBOZA, ÉRICA VICENTE. "GEOMETRY, ARTS AND TECHNOLOGY IN THE SCHOOL IN FAVOR OF THE TEACHING- LEARNING PROCESS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26555@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Embora por vezes pouco utilizadas, as tecnologias de informação e comunicação (TICs) estão atualmente presentes numa grande quantidade de escolas públicas e privadas do país. O aluno contemporâneo em geral tem acesso a uma enorme quantidade de recursos tecnológicos que são usados, prioritariamente, como entretenimento. Por outro lado, na sala de aula, vive-se o constante desafio de motivar o alunado, construir aulas interessantes e alcançar um nível satisfatório no processo de ensino-aprendizagem. Baseado nessas premissas, o presente trabalho apresenta um projeto interdisciplinar que procura desenvolver o ensino de tópicos de geometria interagindo com artes e tecnologia. Uma parte do projeto foi aplicada numa escola pública do estado do Rio de Janeiro o que contribui para melhorias e análises de desempenho aqui descritas. A proposta apresentada cria um ambiente agradável de valorização do ensino de Geometria através do uso do software Geogebra e utiliza o estudo das Artes como agente motivador. Acredita-se que além do incremento cultural que promove igualdades sociais, o trabalho estimula a capacidade de reflexão, o desenvolvimento da criatividade e a valorização do ensino da matemática. Pretende-se que possa ser adaptado e utilizado por professores na educação básica em diversas realidades.
Although sometimes underused, information and communication technologies (ICTs) are currently present in a large number of public and private schools. The contemporary student generally has access to a huge amount of technological resources that are used primarily as entertainment. On the other hand, in the classroom, the constant challenge to motivate the student body lives up, by building engaging lessons, in order to achieve a satisfactory level in the teaching-learning process. Based on these assumptions, this paper presents an interdisciplinary project that seeks to develop the teaching of geometry topics interacting with arts and technology. Part of the project was implemented in a public school in the state of Rio de Janeiro which contributed to improvements and performance analyzes described herein. The proposal creates a pleasant and valiant environment while teaching Geometry, through the use of Geogebra software and it also uses the study of Arts as motivator. It is believed that in addition to the cultural growth that promotes social equality, work stimulates the ability of reflection, the development of creativity and the appreciation of mathematics teaching. It is intended to be adapted and used by teachers in basic education for different realities.
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Zack, Vicki. "Dyadic interaction in an elementary school computer lab classroom, and the learning of Logo geometry concepts." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75899.

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This qualitative naturalistic research study investigated peer interaction and its relationship to the learning of Logo geometry concepts within an elementary school computer lab classroom environment. The work of four focal children (10-11 years old) and their partners was analyzed. The study looked at (1) the kind of working relationships which existed between the partners, (2) the verbal strategies used by the partners during their mathematics disagreement, and (3) the ways in which the talk between the partners and the strategies they used both contributed to their learning, and reflected their learning, of the geometry concepts (with an emphasis upon the aspect of angular rotation).
The findings revealed that all but one of the dyadic (and triadic) partnerships were collaborative and symmetrical: the children took turns giving information and explanation. At times the information was incorrect. The number of explanations given was very small. A range of peer teaching skills was in evidence. There was no correspondence found between the rate of use of higher level strategies (which included talk supported by reasons), and the child's general Logo achievement. However, the verbal strategies used during disagreements did reveal the children's modes of working and thinking. Seven of the ten children worked in an algorithmic way; the other three seemed to understand what they were doing when they worked with angular rotations. The study was able to report on aspects concerning the children's understanding of angular rotation in the early stages of Logo learning, as well as on the sociocognitive aspect concerning the effects that children working together can have upon their learning of Logo geometry concepts.
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Alex, Jogymol Kalariparampil. "The evaluation of an instructional framework using the Van Hiele levels for learning and teaching geometry: a study in five rural senior secondary schools." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1011278.

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The Constitution (1996) of the Republic of South Africa forms the basis for social transformation in our new society. The Constitution (Act 108 of 1996) and the amendments that followed provided a basis for curriculum transformation and development in South Africa. The Department of Education introduced the present curriculum known as the National Curriculum Statement, which is modern and internationally benchmarked, in grade 10 in 2006. It required the learners to do seven subjects in grades 10 to 12 of which mathematics or mathematical literacy was prescribed as compulsory subjects. To attain social transformation, the South African Government attached a great deal of importance to the learning and teaching of mathematics and sciences in the South African schools. This study was undertaken in an effort to improve the understanding of geometry and, consequently, the performance and achievement of senior secondary school learners in geometry. The study was inspired by the van Hiele theory. The study made use of the different levels of the van Hiele theory for the development of an instructional framework for geometry in senior secondary schools. The research was conducted in a previously disadvantaged area in South Africa. Given the setting of this study and the wider application of it, the use of ‘hands-on’ and practical approach to use manipulatives and worksheets to improve the geometric understanding was tried and tested in this study. The assumption was that such experiences would make the learning of geometry more relevant and enjoyable for learners from limited financial and underprivileged circumstances. A quasi-experimental design was chosen. A total of 359 learners from five purposively selected schools in Mthatha district in the Eastern Cape Province participated in this study. Qualitative data through interviews were gathered. The data were analysed using IBM SPSS Version 19 and Microsoft Excel. Findings indicated that there was a notable improvement in the performance of learners who were taught by the application of the van Hiele theory. The results revealed that most of the learners were not ready for the application of deductive principles of geometry in terms of formal proof in senior secondary school geometry. Based on the results, some recommendations are made to enhance the teaching and learning of geometry in senior secondary schools.
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Yeung, Lee-hung Albert, and 楊利雄. "The use of geometer's sketchpad to facilitate new learning experience in geometry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29401264.

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Oliveira, Elaine de Almeida [UNESP]. "Relação espaço-plano: uma intervenção pedagógica para o desenvolvimento do pensamento geométrico." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/92345.

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Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-28Bitstream added on 2014-06-13T20:33:31Z : No. of bitstreams: 1 oliveira_ea_me_prud.pdf: 893117 bytes, checksum: ee6586d3fcb3b60d93e9f76d7f65e703 (MD5)
Secretaria Estadual de Educação
Este trabalho, de natureza qualitativa, vinculado à linha de pesquisa “Práticas Educativas na Formação de Professores”, do Programa de Pós-graduação em Educação, da Faculdade de Ciências e Tecnologia – FCT/Unesp, Campus de Presidente Prudente, tem por objetivo investigar as vantagens e limites de uma proposta didática baseada em uma seqüência múltipla de situações de aprendizagem e como ela pode favorecer a aprendizagem significativa de conceitos geométricos envolvidos na relação espaçoplano. Para tanto, elaboramos, aplicamos e analisamos uma seqüência didática de situações de aprendizagem, que utilizou metodologia e recursos diferenciados, junto a trinta e dois alunos de uma 5a série do ensino fundamental da escola pública “EMEF Marechal do Ar Márcio de Souza e Mello”, da cidade de Álvares Machado – SP. Os pressupostos teóricos de Ausubel, Parsysz, Van Hiele e Duval alicerçam a fundamentação e a análise do trabalho. Antes de iniciarmos a intervenção pedagógica, aplicamos uma avaliação diagnóstica para identificarmos os conhecimentos prévios e as dificuldades dos alunos. A partir desse diagnóstico, planejamos e desenvolvemos nove situações de aprendizagem, vivenciadas ao longo de seis meses do ano de 2007, as quais empregaram recursos didáticos diversificados, dentre eles, o computador. Ao final, aplicamos novamente a avaliação, com o intuito de identificarmos os avanços em relação à compreensão de conceitos. Para melhor analisarmos o material coletado, dividimos os alunos em três grupos. A análise dos dados revelou que um grupo não apresentou avanços expressivos em relação ao domínio dos conceitos envolvidos por não conseguir se desvincular das situações concretas para abstrair delas regularidades quanto aos elementos e conceitos em jogo...
This is a qualitative study linked to the research line “Educative Practice on Teachers’ Formation”, from the Post Graduation Program in Education, of Science and Technology College (Faculdade de Ciências e Tecnologia – FCT/Unesp), Campus of Presidente Prudente. The present study has the objective of investigating the advantages and the limits of a didactic proposal based on a multiple sequence of learning situations and how it can support the significative learning of geometric concepts involved in the plane-space relationship. To do so, we elaborated, applied and analyzed a didactic sequence of learning situations that used different resources and methodology, with thirty two students from the 5th grade from a public school “EMEF Marechal do Ar Márcio de Souza e Mello”, from Álvares Machado – SP. We used the theoretical presupposes from Ausubel, Parsysz, Van Hiele and Duval that contributed to the base and the analysis of this study. Before we initiate the pedagogic intervention, we applied a diagnostic evaluation to identify the students’ previous knowledge as well as their possible difficulties. From this diagnostic we planed and developed nine learning situations, experimented during six months in 2007 and for what we used different didactic resources, as the computer, for example. Finally we applied the evaluation again to verify the students’ improvement about the concepts comprehension. To best analyze the collected data, we divided the students in three groups...
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Books on the topic "Teaching and learning of Geometry"

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Bartle, Sandy. Carnegie Learning: Geometry. 4th ed. Pittsburgh, PA: Carnegie Learning, 2014.

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Herbst, Patricio, Taro Fujita, Stefan Halverscheid, and Michael Weiss. The Learning and Teaching of Geometry in Secondary Schools. New York NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315267593.

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Teaching and learning geometry: Issues and methods in mathematical education. London: Continuum, 2004.

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Learning, Carnegie, ed. Carnegie Learning: Algebra I. Pittsburgh, PA: Carnegie Learning, 2012.

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Herbst, Patricio, Ui Hock Cheah, Philippe R. Richard, and Keith Jones, eds. International Perspectives on the Teaching and Learning of Geometry in Secondary Schools. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77476-3.

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Tomoko, Yanagimoto, and SpringerLink (Online service), eds. Teaching and Learning of Knot Theory in School Mathematics. Tokyo: Springer Japan, 2012.

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Healy, Christopher C. Build-a-book geometry: A story of student discovery. Berkeley, Calif: Key Curriculum Press, 1993.

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Battista, Michael T. Cognition-based assessment and teaching of geometric shapes: Building on students' reasoning. Portsmouth, NH: Heinemann, 2012.

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Battista, Michael T. Cognition-based assessment and teaching of geometric measurement: Building on students' reasoning. Portsmouth, NH: Heinemann, 2012.

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Christine, Baillie, ed. Activities for individual learning through shape and colour. New York: Continuum International Pub. Group, 2010.

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Book chapters on the topic "Teaching and learning of Geometry"

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Laborde, Colette. "Teaching and Learning Geometry." In The Proceedings of the 12th International Congress on Mathematical Education, 431–36. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_35.

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Gravemeijer, Koeno, Nisa Figueiredo, Frans van Galen, Ronald Keijzer, and Fokke Munk. "Learning-teaching trajectories in geometry." In Measurement and Geometry in Upper Primary School, 107–71. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-746-7_5.

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Tzoumpa, Dimitra, Theodoros Karvounidis, and Christos Douligeris. "Towards an Ontology Approach in Teaching Geometry." In Interactive Collaborative Learning, 198–209. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0_16.

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Huang, Xingfeng, Xinrong Yang, and Pingping Zhang. "Teaching Geometry Review Lesson through Variation." In Teaching and Learning Mathematics through Variation, 169–86. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-782-5_10.

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Hershkowitz, Rina. "Shape and Space: Geometry Teaching and Learning." In Encyclopedia of Mathematics Education, 774–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_138.

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Hershkowitz, Rina. "Shape and Space – Geometry Teaching and Learning." In Encyclopedia of Mathematics Education, 542–47. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_138.

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Greve, Steven H. "Teaching Strategies in a Geometry Coaching Environment." In Cognitive Modelling and Interactive Environments in Language Learning, 73–79. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77575-8_9.

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Zaranis, Nicholas. "Geometry Teaching Through ICT in Primary School." In Research on e-Learning and ICT in Education, 59–71. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-6501-0_5.

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Jones, Keith, and Marianna Tzekaki. "Research on the Teaching and Learning of Geometry." In The Second Handbook of Research on the Psychology of Mathematics Education, 109–49. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-561-6_4.

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Mariotti, M. Alessandra, James Wilson, Oleg Mushkarov, Takahiro Kunioka, and Jerry Becker. "TSG 2: The Teaching and Learning of Geometry." In Proceedings of the Ninth International Congress on Mathematical Education, 297–99. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-9046-9_72.

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Conference papers on the topic "Teaching and learning of Geometry"

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Suratno, Joko. "Using Ornaments to Enhance Students’ Proving Skill in Geometry." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008899201940199.

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Chen, Wen-Haw. "Creative Design, Problem-Based Learning and Geometry Teaching." In 3rd Annual International Conference on Education & e-Learning (EeL 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-1814_eel13.56.

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Monina, Polina, and Aslanbek Naziev. "COMPUTER SUPPORT OF TEACHING PLANE GEOMETRY BY MEANS OF LATEX." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1848.

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Abdullah, Abdul Halim, Nor Hasniza Ibrahim, Johari Surif, and Effandi Zakaria. "The Effects of Van Hiele's Phase-Based Learning on Students' Geometric Achievement and Attitude towards Geometry." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.67.

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Liao, Yi-Ting, Chih-Hung Yu, and Cheng-Chih Wu. "Learning Geometry with Augmented Reality to Enhance Spatial Ability." In 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.40.

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Surynkova, Petra. "EXPERIENCES GAINED FROM TEACHING SPATIAL GEOMETRY WITH 3D COMPUTER MODELING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1429.

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Rahimi, Zahra, Maryam Anvari, and Negar Aghigh. "Teaching Solid Geometry and Visual Thinking Using Electronic Facilities." In 2019 13th Iranian and 7th National Conference on e-Learning and e-Teaching (ICeLeT). IEEE, 2019. http://dx.doi.org/10.1109/icelet46946.2019.9091670.

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Wahyuningtyas, Dyah Tri, Nury Yuniasih, Edy Bambang Irawan, and Susiswo Susiswo. "Space Geometry Module Using Contextual Teaching and Learning (CTL) Approach." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007420503530356.

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Mamiala, Dikeledi, Andile Mji, and Sibongile Simelane-Mnisi. "INTERACTIVE TEACHING AND LEARNING OF EUCLIDEAN GEOMETRY IN HIGH SCHOOL." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1973.

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Mamiala, Dikeledi, Andile Mji, and Sibongile Simelane-Mnisi. "TEACHER COMPETENCY IN RELATION TO OTHER TEACHER COMPETENCIES IN TEACHING GEOMETRY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1330.

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Reports on the topic "Teaching and learning of Geometry"

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Wardhaugh, Benjamin. Learning Geometry in Georgian England. Washington, DC: The MAA Mathematical Sciences Digital Library, September 2012. http://dx.doi.org/10.4169/loci003930.

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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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Woolf, Beverly, Elliot Soloway, William Clancey, Kurt VanLehn, and Dan Suthers. Knowledge-Based Environments for Teaching and Learning. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada225619.

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Pierpoint, Peter. Using Problem Based Learning in Teaching Economics. Bristol, UK: The Economics Network, February 2001. http://dx.doi.org/10.53593/n614a.

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Jackson, C. Kirabo, and Elias Bruegmann. Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers. Cambridge, MA: National Bureau of Economic Research, August 2009. http://dx.doi.org/10.3386/w15202.

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DeWinter, Alun, Arinola Adefila, and Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, June 2021. http://dx.doi.org/10.18552/jovital/2021/0001.

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Stanley, Kenneth O. Scalable Heterogeneous Multiagent Teams Through Learning Policy Geometry. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada551086.

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Chen, Runying. Teaching Merchandising Math: Aligning Four Perspectives on Learning Environments. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-753.

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Lamar, Traci A. M. Teaching Critical Color Concepts through an Online Learning Module. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1915.

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Simpson, Les. Using Resource-based Learning in Teaching First Year Economics. Bristol, UK: The Economics Network, April 2001. http://dx.doi.org/10.53593/n586a.

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