![]() Final exam (30 MP)Ĭumulative final exam following same structure as in-class exams. A such, assessments are a part of the learning experience and will not only require mastery of class material, but will also require the ability to apply class material to new situations.įor each exam, one page of notes (one-sided, handwritten) is allowed. "To assess conceptual knowledge, researchers often use novel tasks … Because children do not already know a procedure for solving the task, they must rely on their knowledge of relevant concepts to generate methods for solving the problems." (Rittle-Johnson, Seigler, Alibali, 2001, p. More details will be discussed when appropriate. The first project will be as a group, the second project will be individual. Student projects will extend what is discussed in class. Quizzes will typically have an application problem and require a proof. Students are expected to fully contribute to quiz solutions and quiz items may appear on examinations. ![]() Group quizzes (8 × 10 MP)Įach group will submit one quiz and each member of that group will receive the same score. See the score sheet for more information. A student from each group will volunteer for that class's updates. Most class activities will require updating the wikibook. write proof outlines that summarize important proof ideas (beginning, key steps, etc.).Recommended practiceĮxplicit homework is usually not given to practice course material. "Eyeglasses" in the calendar will indicate warm-up activities. These activities are more effective when everyone attends class fully prepared. Warm-up activities is often assigned to prepare students for in-class activities. (Please enable javascript to compute the grading scale.) Warm-up activities Students earn "math points" (MP) for demonstration of mathematical thinking in their solutions. If any concerns arise regarding grading, contact the instructor outside of class time. It is important to accurately show your mathematical thinking and to communicate clearly. Connecting research to teaching: Geometry and proof (Battista and Clements).Triangle congruence and similarity: A Common-Core-compatible approach.Finite geometries and axiomatics systems.Hyperbolic geometry in a high school geometry classroom (Donald, 2005).National Council of Teachers of Mathematics, Yearbook 13. The nature of proof: A description and evaluation fo certain procedures used in a senior high school to develop an understanding of the nature of proof. Cambridge, United Kingdom: Cambridge University Press. Proofs and refutations: The logic of mathematical discovery. Geometer's Sketchpad (via UWEC virtual lab).Geometry & Symmetry by Kinsey, Moore, & Prassidis, 2011.Create a wikibook of important axioms, theorems, and proofs.Use interactive geometry software to make geometric conjectures.More course information is posted on Canvas. ![]() Emphasis will be on proof techniques, finite geometries, Euclidean constructions, transformations, spherical geometry, hyperbolic geometry, and geometry software. This course focuses on axiomatic thinking in Euclidean and non-Euclidean geometries. Each problem I solved became a rule, which served afterwards to solve other problems.
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