\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016a.00597}
\itemau{Cetner, Michelle}
\itemti{Weaving geometry and algebra together.}
\itemso{Math. Teach. (Reston) 108, No. 8, 584-590 (2015).}
\itemab
Summary: When thinking about student reasoning and sense making, teachers must consider the nature of tasks given to students along with how to plan to use the tasks in the classroom. Students should be presented with tasks in a way that encourages them to draw connections between algebraic and geometric concepts. This article focuses on the idea that it is possible to teach both geometry and algebra concurrently and in an integrated way. A dynamic geometry program can be used with high school mathematics students to convey standard algebra and geometry concepts in a connected way through the use of carefully constructed questions and directed discussions. Tasks explained in this article demonstrate two of many ways in which teachers can use dynamic geometry software to help students learn to draw deep connections between geometry and algebra. The teacher's role as classroom facilitator is crucial in encouraging students to reason, generalize, question, and prove their conjectures. Making creative mathematical connections enhances the ability to model and understand the world around us. (ERIC)
\itemrv{~}
\itemcc{G40 G70 I20 H30}
\itemut{geometry; algebra; use of computers; parabolas; locus of points; triangles; exterior angles; making connections}
\itemli{http://www.nctm.org/Publications/mathematics-teacher/2015/Vol108/Issue8/Weaving-Geometry-and-Algebra-Together/}
\end