Designing Learning Environments for Developing Understanding of Geometry and Space

By Richard Lehrer; Daniel Chazan | Go to book overview

18
An Introduction to Geometry Through Anchored Instruction

Linda Zech, Nancy J. Vye, John D. Bransford, Susan R. Goldman, Brigid J. Barron, Dan L. Schwartz, Rachelle Kisst-Hackett, Cynthia Mayfield-Stewart, and the Cognition and Technology Group

Vanderbilt University

In this chapter we describe preliminary research on three geometry adventures that are part of The Adventures of Jasper Woodbury problem- solving series ( Cognition and Technology Group at Vanderbilt University [ CTGV], 1990). The overall goal of the series (12 adventures) is to anchor or situate mathematics instruction in meaningful, authentic, real-life problem-solving environments that provide a basis for understanding the value and excitement of mathematical thinking. After solving a Jasper adventure, students are encouraged to reflect on their problem-solving strategies and deepen their understanding by continuing to explore important mathematical concepts that were involved in the adventure (e.g., CTGV, 1992, 1993, 1994).

The three Jasper adventures that focus on geometry are consistent with Geddes ( 1992) recommendations for teaching geometry in the middle school. She emphasized the need for students to explore their world and enjoy new applications of mathematics in their environment. Much of the current instruction in geometry fails to help students appreciate its usefulness for solving real-world problems ( Zech et al., 1994).

Our experiences with students' lack of knowledge of the usefulness and applications of geometry had a major impact on our design of the three Jasper geometry adventures that we discuss in this chapter. Our goal was to create situations that would help students (and often their teachers) understand the power of geometrical thinking in everyday problem solving. Like all the other Jasper adventures, the three that focus on geometry include a 15- to 20-min video story involving one or two main characters. At the end of the story, the characters are faced with a challenge. When the challenge is posed, students in the classroom move from the passive role of watching the videodisc to the active role of trying to "meet" the chal-

-439-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Designing Learning Environments for Developing Understanding of Geometry and Space
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 506

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.