'Beyond Geometry' brings together examples of European and Latin American concrete art, Argentine Arte Madí, Brazilian Neo-Concretism, Kinetic and Op Art, Minimalism and various forms of post-Minimalism including systematic forms of process and conceptual art.
Heighten student awareness in the application of geometry from different cultures.. Topics covered range from the beginning of geometry to its use in modern times.
How can we be sure that Pythagoras's theorem is really true? Why is the 'angle in a semicircle' always 90 degrees? And how can tangents help determine the speed of a bullet? David Acheson takes the reader on a highly illustrated tour through the history of geometry, from ancient Greece to the present day. He emphasizes throughout elegant deduction and practical applications, and argues that geometry can offer the quickest route to the whole spirit of mathematics at its best. Along the way, we encounter the quirky and the unexpected, meet the great personalities involved, and uncover some of the loveliest surprises in mathematics.
Geometry Labs is a book of hands-on activities that use manipulatives to teach important ideas in geometry. These 78 activities have enough depth to provide excellent opportunities for discussion and reflection in both middle school and high school classrooms.
As 1 review these pages, the last of them written in Summer 1978, some retrospec tive thoughts come to mind which put the whole business into better perspective for me and might aid the prospective reader in choosing how to approach this volume. The most conspicuous thought in my mind at present is the diversity of wholly independent explorations that came upon phase singularities, in one guise or another, during the past decade. My efforts to gather the published literature during the last phases of actually writing a whole book about them were almost equally divided between libraries of Biology, Chemistry, Engineering, Mathematics, Medicine, and Physics. A lot of what 1 call "gathering " was done somewhat in anticipation in the form of cönjecture, query, and prediction based on analogy between developments in different fields. The consequence throughout 1979 was that our long-suffering publisher re peatedly had to replace such material by citation of unexpected flurries of papers giving substantive demonstration. 1 trust that the authors of these many excellent reports, and especially of those I only found too late, will forgive the brevity of allusion I feIt compelled to observe in these substitutions. A residue of loose ends is largely collected in the index under "QUERIES. " It is c1ear to me already that the materials I began to gather several years ago represented only the first flickering of what turns out to be a substantial conflagration.
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, consists of 17 chapters, in which educators from the Netherlands reflect on the teaching and learning of mathematics in their country and the role of the Dutch domain-specific instruction theory of Realistic Mathematics Education. Written by mathematics teachers, mathematics teacher educators, school advisors, and developers and researchers in the field of instructional material, textbooks, and examinations, the book offers a multitude of perspectives on important issues in Dutch mathematics education, both at primary and secondary school levels. Topics addressed include the theoretical underpinnings of the Dutch approach, the subject of mathematics in the Dutch educational system, teacher education and testing, the history of mathematics education and the use of history in teaching of mathematics, changes over time in subject matter domains and in the use of technology, and the process of innovation and how the Dutch and in particular one Dutch institute have worked on the reform.