The basics | |
Introduction | |
How We Learn | |
Theories | |
Features | |
Role of the Teacher | |
Algebra Connections | |
Middle School Connections | |
Before we get started | |
A bit about the NCTM and the NCTM Standards | |
Technology Connectionsndash;The Basics | |
Classroom Connections | |
Box 0.1: Classroom Connections (Video enhanced)ndash;Understanding How Children Learn Math | |
Instruction | |
Models of Teaching | |
Problem Solving | |
Lesson plan components | |
Box 0.2: Classroom Connectionsndash;Providing Interactive Instruction | |
Questioning | |
Assessment | |
Box 0.3: Classroom Connections ndash;Using Assessment of Many Forms | |
Curriculum | |
Geometry and Spatial Thinking | |
Thinking about the Mathematics of Geometry and Spatial Thinking | |
Understanding The Mathematics--Mental Ideas v. Physical Models | |
Pulling Plane Knowledge from Solid Shapes | |
Accurate Descriptions | |
Analyzing a Circle | |
A Cylinder of a Circle? | |
Concentrating on the Concepts--Relationships among Shapes | |
Examples and Non-Examples | |
Rigid Motions | |
Symmetry | |
Box 1.1: Classroom Connectionsndash;Finding Symmetry in Nature | |
Practicing Spatial Visualizations | |
Box 1.2: Middle School Connectionsndash;The Net of a Solid Shape | |
Grasping the Proceduresndash;How to Build Shapes | |
Children Describe a Square | |
Drawing a Triangle | |
How We Learn About Geometry and Spatial Thinking | |
Using Relevant Learning Theoryndash;The Van Hiele Theory | |
Level 0 (Visual) | |
Level 1 (Analysis) | |
Level 2 (Informal Deduction) | |
Level 3 (Formal Deduction) | |
Level 4 (Rigor) | |
Characteristics of the Theory | |
Promoting Development | |
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