دورية أكاديمية
An Analysis of the Essential Understandings in Elementary Geometry and a Comparison to the Common Core Standards with Teaching Implications
| العنوان: | An Analysis of the Essential Understandings in Elementary Geometry and a Comparison to the Common Core Standards with Teaching Implications |
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| اللغة: | English |
| المؤلفون: | Helen Crompton (ORCID |
| المصدر: | European Journal of Science and Mathematics Education. 2024 12(2):125-275. |
| الإتاحة: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Geometry, Spatial Ability, Elementary Education, National Standards, Mathematics Education, Models, Teaching Methods, Geometric Concepts, Concept Formation |
| تدمد: | 2301-251X |
| مستخلص: | Geometry and spatial reasoning form the foundations of learning in mathematics. However, geometry is a subject often ignored by curriculum writers and teachers until high school, leading to students lacking in critical skills in geometric reasoning. As the United States moves into a new curriculum epoch, heralding the commencement of the national common core standards (CCS), one could question if CCS in geometry align with the essential understandings children need to be successful geometric thinkers. This paper begins with an examination of the essential understandings of geometric reasoning leading to an interpretation and critique of the elementary geometry CCS. Finally, the instructional implications are discussed, considering the common core progression through what we know about how children learn geometry. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1421227 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2301-251X |
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