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ERIC Number: EJ775458
Record Type: Journal
Publication Date: 2007-Sep
Pages: 6
Abstractor: ERIC
Reference Count: 1
ISSN: ISSN-1073-5836
Engaging Preservice Teachers and Elementary-Age Children in Transformational Geometry: Tessellating T-Shirts
Shockey, Tod L.; Snyder, Karen
Teaching Children Mathematics, v14 n2 p82-87 Sep 2007
The Maine Learning Results (MLR) expects the state's students in prekindergarten through grade 2 to describe two-dimensional shapes as well as use positional language. Requiring translations of two-dimensional shapes supports this expectation. Students in grades 3-4 are expected to "use transformations," while students in grade 5-8 are expected to use coordinate systems and geometric tools to measure and construct two-dimensional figures. Finally, the MLR expects secondary school students to use coordinates to represent figures and their respective transformations. Taken collectively, experiences such as these set students up for success if they find themselves using the language of linear algebra and matrices to understand linear transformations. The MLR expectations, through activities such as "Tessellating T-shirts," are revealing and underscore the importance of mathematics for preservice teachers. The lesson also situates geometry into the wider context of history and art and gives students a foundation that will help them understand fractals. In this article, the authors describe introducing transformational geometry to preservice teachers as well as to elementary-age students through tessellations. They take multiple approaches to tessellations depending on their audience. Here they discuss their approaches to two different audiences. (Contains 8 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maine