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Topic: NCTM list of 1992 research in Geometry education (36 entries)
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Beth Bruch

Posts: 19
Registered: 12/6/04
NCTM list of 1992 research in Geometry education (36 entries)
Posted: Jul 8, 1993 4:23 PM
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The following is a listing of the 36 articles and dissertations written
in 1992 listed under the "Geometry and Measurement" subject heading in
the July 1993 issue of NCTM's _Journal for Research in Mathematics
Education_ (Vol. 24, No. 4). All of the information and summaries
come directly from this journal. The Section was written by Marilyn N.
Suydam and Patricia A. Brosnan of Ohio State University. They thank
Armando M. Martinez-Cruz, Emily Flora, Salvador (Chava) Mucino, and Judy
Vilhauer for their help in locating references. Only articles whose
primary focus is math education were included in their report.

I am surrounding words, names, and numbers with "_"'s to indicate that
the enclosed items ought to be italicized. This posting is divided into
two parts: articles and dissertations. Each of these parts is divided
into three sections: elementary (P-6), secondary (7-12), and college &
other post-secondary ed. Each section's listings are in alphabetical
order.

-Beth

****Articles:****

***Elementary:***

Cope, P.; Smith, H.; and Simmons, M. (March 1992). Misconceptions
concerning rotation and angle in Logo. _Journal of Computer Assisted
Learning, 8,_ 16-24.
Using Logo to draw closed figures may lead to a confusion about angle
that is not amenable to conventional teacher intervention in a short
course. (Ages 10, 11)

Hadfield et al. See Articles/Secondary (Middle School)

Mevarech, Zemira; Shir, Nurit; and Movshovitz-Hadar, Nitsa. (February
1992). Is more always better? The separate and combined effects of a
computer and video programme on mathematics learning. _British Journal
of Educational Psychology, 62,_ 106-116.
More media did not imply better mathematics learning, although students
exposed to multimedia gained in intrinsic motivation. (Grade 5)

Meyer, Martha J.; Day, Sheryl L.; and Lee, Yung-Bin B. (June 1992).
Symmetry in building block design for learning disabled and nonlearning
disabled boys. _Perceptual and Motor Skills, 74,_ 1031-1039.
Learning-disabled boys buit more asymmetrical structures than
non-learning-disabled boys when no model was presented. It took longer
for learning disabled boys to follow a model, but they were successful.
(Grades 3-5)

Miranda, Nilda; Jackson, Lisa S.; Bentley, D. Mark; Gash, Gail H; and
Nallan, Gary B. (Winter 1992). Children discover addition more easily
and faster than deletion. _Psychological Record, 42,_ 117-129.
Children discovered named items added to pictures more often and faster
than non-named items or items deleted from pictures. (Kindergarten,
grade 2)

Morrison, Gary R.; Ross, Stephen M.; and Baldwin, Walter. (1992).
Learner control of context and instructional support in learning
elementary school mathematics. _Educational Technology Research and
Development, 40,_ 5-13.
Comparisons of instructional support conditions on a computer-based
mathematics unit on the metric system showed performance to be lowest
under learner control. (Grade 6)

***Secondary:***

Arsac, Gilbert; Balacheff, Nicolas; and Mante, Michel. (February 1992).
Teacher's role and reproducibility of didactical situations.
_Educational Studies in Mathematics,23,_ 5-29.
Two teachers' abilities to remain faithful to predefined learning
scenarios were examined. Two types of factors were identified that tend
to hamper scenario reproducibility: constraints resulting from the
teaching situation and teachers' conceptions about mathematics and
learning. (Ages 13, 14)

Casey, M. Beth; Pezaris, Elizabeth; and Nuttall, Ronald L. (January
1992). Spatial ability as a predictor of math achievement: The
importance of sex and handedness patterns, _Neuropsychologia, 30,_
35-45.
Spatial ability predicts mathematics achievement for non-right-handed
girls and for right-handed girls with non-right-handed relatives, and for
all boys. (Grade 8)

Cooper, Martin. (April 1992). Three-dimensional symmetry. _Educational
Studies in Mathematics, 23,_ 179-202.
Analysis of the response errors of students in reflecting aspects of 36
cubes depicted in two-dimensional perspective as upright and transparent
revealed a tendency toward horizontal or vertical sliding. (Grades 7, 9,
11)

Gallagher, Shelagh A.; and Johnson, Edward S. (Winter 1992). The effect
of time limits on performance of mental rotations by gifted adolescents.
_Gifted Child Quarterly, 36,_ 19-22.
Comparison of the mental rotation skill of mathematically talented
students under both timed and extended-time conditions showed higher
performance by males under both conditions, but the male advantage
decreased substantially when the effect of time was minimized. (Grade 11)

Hadfield, Oakley D.; Martin, Jeanette V.; and Wooden, Sharon. (April
1992). Mathematics anxiety and learning style of the Navajo middle
school student. _School Science and Mathematics, 92,_ 171-176.
Spatial ability and mathematics achievement were negatively correlated to
mathematics anxiety, but persistence orientation was the best predictor.
(Middle School)

Happ, John; and Mansfield, Helen. (September 1992). Estimation and
mental-imagery models in geometry. _Arithmetic Teacher, 40,_ 44-46.
Strategies used to estimate the sizes of angles shown in various contexts
and with various materials are presented. (Grade 8)

Low, Renae; and Over, Ray. (March 1992). Hierarchical ordering of
schematic knowledge relating to the area-of-rectangle problems.
_Journal of Educational Psychology, 84,_ 62-69.
The adjacent-sides template was the least difficult, and the diagonal and
one-side template was the most difficult. (Grades 9,10)

****Dissertations:****

***Elementary:***

Brackett, James Dolan. (June 1992). The association of mathematical
context with students' responses to tasks involving infinity.
(University of Georgia, 1991.) _DAI, 52A,_ 4251. [DA9215178]
Students' responses to geometric tasks were rated finitist more often
than responses to numerical tasks. High-ability students gave more
infinitist responses than low-ability students. (Grade 6)

Farley, Rosemary Carroll. (June 1992). The Logo controversy: A study
in conflict between experimental and qualitative views of research. (New
York University, 1991.) _DAI, 52A,_ 4254. [DA9213177]
The arguments of Papert and other researchers over whether traditional
experimental methods could be used to evaluate Logo were analyzed.
(Elementary)

Friedman, Lynn. (July 1992). A meta-analysis of correlations of spatial
and mathematical tasks. (University of Chicago, 1992.) _DAI, 53A,_ 92.
[--]
The meta-analysis indicated that space-mathematics correlations were not
high; geometry-space correlations were "surprisingly" low. (Elementary,
secondary)

Guberman, Steven Robert. (December 1992). Math and money: A
comparative study of the arithmetical achievements and out-of-school
activities of Latino and Korean American children. (University of
California, Los Angeles, 1992.) _DAI, 53B,_ 3179. [DA9230809]
Ethnic group differences in children's out-of-school activities were
reflected in their performance on addition problems. (Grades 1-3)

Jacobs, Susan. (May 1992). A resource book of geometry activities for
grades three through six. (Columbia University Teachers College, 1991.)
_DAI, 52A,_ 3851. [DA9210538]
More than 100 geometry activities were presented, illustrated, and
organized for the classroom teacher. (Grades 3-6)

Lee, Byong Youll. (March 1992). The effects of learner control and
adaptive information in mathematics computer-assisted instruction on
achievement and task-related anxiety. (Florida Institute of Technology,
1991.) _DAI, 52A,_ 3236. [DA9204109]
Learner control alone was not an effective strategy, but adaptive
information may improve its effects. (Grade 6)

Lewellen, Hester. (December 1992). Conceptualizations of geometric
motions in elementary school children: An extension of the van Hiele
model. (Kent State University, 1992.) _DAI, 53A,_ 1832. [DA9224488]
The new motions levels descriptors were appropriate and effective in
extending the definitions of levels of cognition. (Grades 4,6)

McLaughlin, Patricia Ann. (June 1992). A comparison of student
achievement and related factors resulting from three systematically
designed mathematics instructional approaches. (Wayne State University,
1991.) _DAI, 52A,_ 4255. [DA9215124]
No significant achievement differences were found among students having
an informational, cognitive, or experiential approach. (Kindergarten,
grade 1)

Meyer, John Howard. (March 1992). A comparison of teaching two linear
estimation strategies to second and third-grade students. (Ohio
University, 1991.) _DAI, 52A,_ 3210. [DA9207607]
Neither strategy was more effective than the other for estimating length.
(Grades 2,3)

Paul, Barbara Busse. (October 1992). Diamonds, triangles, and squares:
A developmental study of the congruence concept. (City University of New
York, 1992.) _DAI, 53B,_ 2085. [DA9224847]
Age trends were significant, suggesting a developmental progression of
rule use. Four underlying dimensions reflected different modes of
children's reasoning. (Ages 3-5)

Schell, Vicki J. (February 1992). An investigation of the role of
symmetry in partitioning tasks. (Northern Illinois University, 1991.)
_DAI, 52A,_ 2851. [DA9202952]
Students at the prerecognition level used the partitioning strategies or
orthogonal cuts and parallel slicing, whereas students at the visual and
descriptive levels used a greater diversity of strategies. (Grade 4)

Weaver, Constance Louise. (April 1992). Young children learn geometric
and spatial concepts using Logo with a screen turtle and a floor turtle.
(State University of New York at Buffalo, 1991.) _DAI, 52A,_ 3585-3586.
[DA9135151]
Mean Geometry scores for all four treatments improved; for kindergarten
children, there was a small but significant effect of learning Logo on
the geometry scores. (Preschool, kindergarten)

***Secondary:***

Bolen, Margaret Dianne Bolton. (December 1992). Factors which
contribute to mathematics anxiety in eighth-grade Algebra I students at
two Mississippi university community schools. (University of
Mississippi, 1992.) _DAI, 53A,_ 1830-1831. [DA9232255]
Both parents and teachers play a big role in creating or fostering
mathematics anxiety. (Grade 8)

Brainerd, William Edward. (May 1992). The effect of supplementary
measuring activities on achievement and attitude of non-honors high
school geometry students. (Southern Illinois University at Edwardsville,
1991.) _DAI, 52A,_ 3850. [DA9209746]
Girls in the group given supplemental measurement activities scored
significantly higher than boys. (Secondary)

Corces, Loretta Cueto. (January 1992). Factors related to geometry
achievement of urban high school female students. (University of Miami,
1991.) _DAI, 52A,_ 2448. [DA9201128]
A significant relationship was found between geometry achievement and
spatial ability. No significant differences between high and low
geometry achievers were found on their reported use of spatial toys.
(Secondary)

Elchuck, Larry M. (November, 1992). The effects of software type,
mathematics achievement, spatial visualization, locus of control,
independent time of investigation, and van Hiele level on geometric
conjecturing ability. (Pennsylvania State University, 1992.) _DAI,
53A,_ 1435. [DA9226687]
No relationship was found between type of software, spatial
visualization, locus of control, or van Hiele level and conjecture-making
ability. (Grade 9)

Friedman, L. See Dissertations/Elementary

Masingila, Joanna O. (December 1992). Mathematics practice and
apprenticeship in carpet laying: Suggestions for mathematics education.
(Indiana University, 1992.) _DAI, 53A,_ 1833. [DA9231643]
A comparison of school-based and experience-based knowledge is given;
most noticeable was the lack of a deep understanding of the concept of
area on the part of students. (Grades 7,8)

Taylor, Linda Jane Conklin. (May 1992). Survey of algebra and geometry
teachers' assessment practices and an investigation of publisher-provided
testing materials. (Ohio State University, 1991.) _DAI, 52A,_ 3851.
[DA9211232]
Teachers relied mostly on tests, quizzes, and homework to determine
grades and evaluate instruction. Most were testing at a knowledge/skills
level when they thought they were testing understanding. (Secondary
teachers)

***College, etc.***

Chang, Kyung Yoon. (September, 1992). Spatial and geometric reasoning
abilities of college students. (Boston University, 1992.) _DAI, 53A,_
746-747. [DA9221839]
Students had great difficulty interpreting two-dimensional drawings of
spatial objects, understanding the language of mathematics, and
communicating mathematically. (College)

Coleman, Bobby Leon. (June 1992). A study of the prevalence and
intensity of mathematics anxiety in college students and preservice
teachers at a large southern univerity. (University of Tennessee, 1991.)
_DAI, 52A,_ 4253. [DA9212735]
The level of mathematics anxiety did not appear to be gender-related, nor
does it appear to be decreased by successful completion of a
mathematics-related course. (College)

Ellman, June Christine Scholten. (January, 1992). An elaboration
approach to teach statistics: Its effects on math anxiety, attitude, and
achievement. (University of South Dakota, 1991.) _DAI, 52A,_ 2464.
[DA9137426]
The approach aided anxiety and attitude, but not achievement. (College)

Kim, Young Hoi. (January 1992). A longitudinal study of the interaction
between gender, computer anxiety, math anxiety, and test anxiety in a
college-level computerized testing situation. (Texas Tech University,
1991.) _DAI, 52A,_ 2512. [DA9129399]
Test anxiety was the most important predictor of mathematics anxiety.
Number of mathematics courses taken and computer anxiety also were
significant predictors for females' mathematics anxiety, whereas number
of mathematics courses taken and age were significant predictors for
males' test anxiety. (College)

King, George M. (September 1992). A study of the use of spatial skills
in a three-dimensional Logo environment. (Florida State University,
1992.) _DAI, 53A,_ 747. [DA9222394]
A computer program forced integration of verbal/symbolic and graphic
representations. No direct relationship was found between amount of
anticipation/reflection and success in completing a task.

Russakoff, Marilyn. (January 1992). Development and evaluation of a
teacher training workshop in techniques for counseling college students
with anxiety in the learning of mathematics. (Columbia University
Teachers College, 1991.) _DAI, 52A,_ 2452. [DA9136435]
Over half of the teachers tried the counseling techniques to some degree.
(College teachers)

end.





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