Development of Geometric and Measurement Ideas
Douglas H. Clements State University of New York at Buffalo
Michael T. Battista Kent State University
Julie Sarama Wayne State University
The separation of curriculum development, classroom teaching, and mathematics educational research from each other has vitiated each of these efforts. We are working on several related projects, the aim of which is to combine these efforts synergistically. The first1 is a large-scale curriculum development project that emphasizes meaningful mathematical problems and depth rather than exposure. Our responsibility (and goal) in this project is to develop the geometry and spatial-sense units in this curriculum based on existing research on children's learning of mathematics as well as our own classroom-based research on children's learning within the context of formative evaluations of the curriculum. The second project2 has the related goal of conducting research on children's learning of geometric and spatial concepts in computer and noncomputer environments.
The curriculum unit, discussed in this chapter, Turtle Paths ( Clements, Battista, Akers, Woolley, Meredith, & McMillen, 1995), engages third-grade students in a series of combined geometric and arithmetic investigations
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Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information:
Book title: Designing Learning Environments for Developing Understanding of Geometry and Space.
Contributors: Richard Lehrer - Editor, Daniel Chazan - Editor.
Publisher: Lawrence Erlbaum Associates.
Place of publication: Mahwah, NJ.
Publication year: 1998.
Page number: 201.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.
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