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11 August 1997 Vol. 2, No. 32 THE MATH FORUM INTERNET NEWS Geometry Turned On | Geoboards | Flash Cards for Kids GEOMETRY TURNED ON: DYNAMIC SOFTWARE IN LEARNING, TEACHING, AND RESEARCH Edited by James King and Doris Schattschneider http://mathforum.org/dynamic/geometry_turned_on/ This book contains 26 papers about aspects of dynamic software for geometry. The book does not itself include software, but downloadable files for many of the papers are available from the Web site. The editors write: "Although this volume is printed in a conventional manner, with illustrations in every article, most of the illustrations beg to be played with. You will read descriptions of how certain configurations behave when manipulated, but not be able to tweak the diagram on the printed page. We want you to be able to experience some of the explorations described by our authors. To make that possible, dynamic sketches that use Geometer's Sketchpad or Cabri II have been made available by several of the authors and are posted on this Web site maintained by the Math Forum." The book's major headings are: - Personal Reflections on Investigation, Discovery, and Proof - Making Geometry Dynamic in the Classroom - Dynamic Visualization in History, Perception, Optics, and Aerodynamics - The Worlds of Dynamic Geometry: Issues in Design and Use The Math Forum offers demo versions of the Geometer's Sketchpad and Cabri, along with directions for setting up your Web browser to use them as helper applications: http://mathforum.org/dynamic.html -|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|- GEOBOARDS IN THE CLASSROOM - TOM SCAVO http://mathforum.org/trscavo/geoboards/ Even secondary school students sometimes have trouble distinguishing between perimeter and area, or understanding units like in^2 (square inches). These new Web pages for teachers offer suggestions for using the geoboard to explore the length and area of two-dimensional geometric figures. With geoboards, students can see square units and are more likely to count them to estimate area, so 'square unit' takes on a whole new meaning. Tom's Introduction for teachers includes pages that describe the materials needed, discussion and activities for investigating length and area (in particular Pick's Theorem), and sample pages of dot paper to print out. Five lesson plans focus on: - Lines - Squares - Rectangles - Parallelograms - Right Triangles and a short Bibliography rounds out the unit. For other Web resources by Tom Scavo, see Tom's Math Lessons: http://mathforum.org/trscavo/index.html -|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|- FLASH CARDS FOR KIDS - J. M. IVLER http://www.wwinfo.com/edu/flash.html A page set up to help kids learn basic math skills while on the Internet. When you figure out the answer to a problem posed by the program, enter your solution in the box and press the button that says "That's the answer!" If you're right, you'll see, for example, "Correct: Your last answer was: 7 * 7 = 49." If not, you might see: "Almost: Sorry, the expression 2 * 1 * 4 * 4 * 1 * 7 * 8 * 3 * 2 calculates to 10752. Let's try another." Choices include Addition, Subtraction, Multiplication, Division, and Addition and Subtraction, with three options for number size (0-9, 0-99, and 0-999), and two levels of complexity: - Simple: two numbers (in "Addition and Subtraction" there are three numbers) - Complex: up to 10 numbers The program can keep score of your responses to 100 attempts. The page and the program were developed for K-12 students for a 'tech day' at Tomas Rivera Elementary School in Riverside, California. -|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|- CHECK OUT OUR WEB SITE: The Math Forum http://mathforum.org/ Ask Dr. Math http://mathforum.org/dr.math/ Problem of the Week http://mathforum.org/geopow/ Internet Resources http://mathforum.org/~steve/ Join the Math Forum http://mathforum.org/join.forum.html Send comments to the Math Forum Internet Newsletter editors _o \o_ __| \ / |__ o _ o/ \o/ __|- __/ \__/o \o | o/ o/__/ /\ /| | \ \ / \ / \ /o\ / \ / \ / | / \ / \ |

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