DATE |
TOPIC |
READING DUE |
WRITING DUE |
REFLECTION DUE |
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1/19 |
Introduction , course requirements
What is geometry
What do you know about geometry?
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1/24 |
What is geometry, revisited
State and National Standards for geometry |
LTG: Chapter 2
SMM: Shape, Space and Measure, pp. 4-17
PSSM:
- Ch. 3: Standard 3: Pk-12
- Ch. 6: Standard 3: 6-8
- Ch. 7: Standard 3: 9-12
C&E:
- Grades 5-8: St. 12
- Grades 9-12: St. 7 & 8
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Complete and send the Student Information Form.
Compile an annotated list of at least 5 web sites that would be helpful for geometry teachers. Report your list electronically at the class web resource list.
Write a two to three page summary and reaction paper to your readings. Answer such questions as: Why is geometry important for students? What is important content for middle and high school geometry classes? What has changed from C&E to PSSM? |
C: Describe your geometry learning experiences - good and bad. How can your memories help you be a good teacher?
P: Describe your practicum placement. What text series are they using? How can you use your practicum to help you learn all you can about teaching geometry?
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1/26 |
Van Hiele model
Habits of Mind
Dynamic geometry tools |
GMP: Chapters 1 and 2
LTG: Chapter 1
EDC: Implementation Guide, pp. 16-23: Mathematical Habits of Mind and Program Philosophy (Implementation guide is at the bottom of the home screen) |
Students are studying the concept of area. Describe what van Hiele levels 0, 1, and 2 would look like. Describe a set of activities that would help students move from level 1 to level 2 using the five phases of learning in the van Hiele model. Bring 4 copies of your paper to class. |
C: Where would you place yourself on the van Hiele level structure when you took geometry in high school? Where are you now?
P: How do the students at this practicum assignment differ from those in your fall assignment? How does that affect the teaching?
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1/31 |
Problem Solving and Problem Posing
Sign up for group project in new curriculum |
LTG: Chapters 6 and 7
Conjecturing article handed out in class on Wednesday |
At least one article review on using technology or problem solving in geometry. Be sure to bring a copy of your review to class.
Proof of falsity of statement 2e on "test"
Work any 5 problems from Chapter 7 without looking at the hints. Describe how you worked each problem and how you would use each in the classroom |
C: Reflect on the computer activity in class on Wednesday
P: Continue to reflect on your practicum experience
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2/2 |
Inquiry
Conjecture |
NWREL Inquiry Book, pp. 2-15 (skip8-10)
Begin reading Flatland: remember it is a social satire -- raising awareness of inequities in Victorian England |
Outline inquiry reading.
Solve the surfer problem: locate a point on the interior of an equilateral triangle such that the sum of the distances from the point to the three sides is a minimum. |
C : Reflect on the class activities on Monday
P: Are you seeing attention to problem solving in your observations? In what way?
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2/7 |
Reasoning and Proof |
LTG: Chapter 5
Stallings Article
PSSM:
- Ch. 3: Standard 7: Pk-12
- Ch. 6: Standard 7: 6-8
- Ch. 7: Standard 7: 9-12
C&E:
- Grades 5-8: Standard 3
- Grades 9-12: Standard. 3
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At least one article review on inquiry, proof, or conjecturing. Articles are available from the instructor.
Outline PSSM and C&E readings -- highlight the main points in each section
Problem set: 1-4
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NOTE: Reflective Journals will be collected today and returned on Wednesday. |
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2/9 |
A Case Study |
Harvard Case Study (postponed) |
Problem set: 5-8
Outline answers to assigned discussion questions on case study(postponed)
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2/14 |
Proof in Geometry
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Review all previous reading
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At least one article review on inquiry, proof, or conjecturing
Write paper on proof
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2/16 |
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GMP Chapter 10
Harvard Case Study
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Outline answers to assigned discussion questions on case study
Problem set: 9-12
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2/21 |
Geometry Connections
3-D and 4-D
Coordinate Geometry
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Finish Flatland
LTG: Chapter 15 and 18
GMP: Chapter 6
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At least one article review on connecting geometry to other areas of mathematics
Problem set: 13-16
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2/23 |
Geometry in NSF Integrated Curricula
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No new reading
IMP: Stacey, Jeff, LoriLa, Liz
CMP:Leif, Ryan, Jen, AndreaB, Tina
STEM:Luke, Kip, Tom, AndreaA
Core+: Mike, Miriam, LoriLu, Tracy
Arise: Eoin, Jenny, Chris
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Prepare, in groups of 4-5, a presentation tracing geometry in one of the NSF curricula. Include overview of the curriculum, including philosophy and instructional model. Prepare handout with an outline of your main points. |
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2/28 |
Geometry in NSF Curricula, rescheduled
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20 minute presentations. Be sure to keep
to the time limit. Details can be included
on the sheets you hand out.
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3/1 |
Microteaching I |
Johnson I |
Prepare a 20 minute lesson that you will each teach in class to 4 of your colleagues.
Do Activities 14-15 in GMP, then using what you learned from Flatland, construct a 4-dimensional cube. Bring your results to class.
At least one article review (any geometric topic)
Problem set: 17-20 Concept map of unit plan |
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3/6 |
Flatland Revisited
Questioning techniques
Catching up on the problems |
Review questioning in Johnson book |
At least one article review |
Do one of:
Work all problems in LTG: Chapter 15 to hand in.
Work half the problems in each section of LTG: Chapter 15 to hand in. and
LTG page 221. Work 1-4 and generate another question like these. (Spend no more
than 1/2 hour one each of 1-4 - if you don't get it, record your work and go on.)
What do you think of Johnson's way of dealing with homework?How else can you keep homework correcting from overwhelming you? |
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3/8 |
Microteaching the NSF Curricula, completed
Extracurricular mathematics |
No new reading |
Problem set: 21-24 |
What is the hardest part of questioning for higher order thinking? What can you do to keep improving your questioning techniques? |
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3/11 |
Make-up 3/6 or 3/13 |
At St. Olaf, for those who miss 3/6 or 3/13: 9-11:15 |
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3/13 |
Setting the Stage for Conjecturing and Proof
Fractal geometry |
Review Stallings-Roberts Article |
Preliminary Outline of Unit Plan
At least one article review
Problem set: 25-26 |
Could you conduct a class in the manner described by Stallings-Roberts? |
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3/15 |
Fractal Geometry
Graph Theory on the web |
GMP: Chapter 9
GMP: Activity 6 |
Watch video on new geometry |
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3/20 |
Graph Theory |
SSM: Discrete Math, pp. 4-14, 22-23, 60-67 |
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There was a time when many teachers did not want to teach geometry. Now it is often a desirable teaching assignment. How do you account for the change? |
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3/22 |
Final Exam |
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Portfolio,
Unit Plan |
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