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ERIC Number: EJ972401
Record Type: Journal
Publication Date: 2010-Nov
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0025-5785
Don't Fence Us in
Carter, Chris
Mathematics Teaching, n220 p20-21 Nov 2010
Since teachers always teach area and perimeter together--and they are both introduced soon after the definition of a rectangle--it is not surprising that students mix up the notions of area and perimeter. Changing the investigation on maximising the area of a fixed perimeter from the traditional, but boring, "Sheep pens" to the much more exciting "Dinosaur enclosures," teachers were able to assess students' levels of knowledge of shape, perimeter, area; their capacity to use appropriate calculations; teachers were able to see learners developing their problem solving choices. More importantly, students were able to share their different solutions that, for the highest achievers, enabled them to explain and expand on their learning; and for others, enabled them to see ways to develop their use of mathematics to solve problems. In this article, the author gives a new approach to an old problem and some thoughts about assessment within the context of teaching and learning. (Contains 2 endnotes.)
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Bristol)