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NCTM list of 1992 research in Geometry education (36 entries)
Posted:
Jul 8, 1993 4:23 PM


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. MartinezCruz, 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 (P6), secondary (712), and college & other postsecondary 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,_ 1624. 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 MovshovitzHadar, 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,_ 106116. 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, YungBin B. (June 1992). Symmetry in building block design for learning disabled and nonlearning disabled boys. _Perceptual and Motor Skills, 74,_ 10311039. Learningdisabled boys buit more asymmetrical structures than nonlearningdisabled boys when no model was presented. It took longer for learning disabled boys to follow a model, but they were successful. (Grades 35)
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,_ 117129. Children discovered named items added to pictures more often and faster than nonnamed 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,_ 513. Comparisons of instructional support conditions on a computerbased 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,_ 529. 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,_ 3545. Spatial ability predicts mathematics achievement for nonrighthanded girls and for righthanded girls with nonrighthanded relatives, and for all boys. (Grade 8)
Cooper, Martin. (April 1992). Threedimensional symmetry. _Educational Studies in Mathematics, 23,_ 179202. Analysis of the response errors of students in reflecting aspects of 36 cubes depicted in twodimensional 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,_ 1922. Comparison of the mental rotation skill of mathematically talented students under both timed and extendedtime 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,_ 171176. 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 mentalimagery models in geometry. _Arithmetic Teacher, 40,_ 4446. 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 areaofrectangle problems. _Journal of Educational Psychology, 84,_ 6269. The adjacentsides template was the least difficult, and the diagonal and oneside 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. Highability students gave more infinitist responses than lowability 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 metaanalysis of correlations of spatial and mathematical tasks. (University of Chicago, 1992.) _DAI, 53A,_ 92. [] The metaanalysis indicated that spacemathematics correlations were not high; geometryspace correlations were "surprisingly" low. (Elementary, secondary)
Guberman, Steven Robert. (December 1992). Math and money: A comparative study of the arithmetical achievements and outofschool activities of Latino and Korean American children. (University of California, Los Angeles, 1992.) _DAI, 53B,_ 3179. [DA9230809] Ethnic group differences in children's outofschool activities were reflected in their performance on addition problems. (Grades 13)
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 36)
Lee, Byong Youll. (March 1992). The effects of learner control and adaptive information in mathematics computerassisted instruction on achievement and taskrelated 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 thirdgrade 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 35)
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,_ 35853586. [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 eighthgrade Algebra I students at two Mississippi university community schools. (University of Mississippi, 1992.) _DAI, 53A,_ 18301831. [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 nonhonors 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 conjecturemaking 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 schoolbased and experiencebased 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 publisherprovided 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,_ 746747. [DA9221839] Students had great difficulty interpreting twodimensional 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 genderrelated, nor does it appear to be decreased by successful completion of a mathematicsrelated 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 collegelevel 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 threedimensional 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.



