Dynamic Geometry Conference：动态几何会议.pptVIP

Dynamic Geometry Conference The general philosophy of Math Trailblazers Children best learn mathematics in contexts that make sense to them and are engaging. One of these contexts is the scientific investigation of accessible phenomena. One of the main organizing principles of Math Trailblazers is the concept of a variable. In principle, this should make dynamic geometry particularly appropriate. Geometry related to measurement variables: length, area, volume 2-Dimensional: Meaning of perimeter and area Relation between perimeter and area How does the area vary if we hold one side of a rectangle fixed and vary the length of the other? How does the area of a triangle vary if we hold the base fixed and vary one of the sides (is this a controlled experiment?) What if we vary the height of the triangle? Put N-squares together. What are the maximum and minimum perimeters? What values can you get for the perimeter? Geometry related to measurement variables: length, area, volume 2 3-Dimensional: Volume vs. height for prisms and pyramids - computer builds prism of varying height from given a floor plan (on a grid?). Surface area vs. height - same as above. Perhaps you can “paint” squares and find surface area by counting. Surface area vs. volume Coordinate Geometry Scale maps (Mr. O) Graphing (plotting data points, best fit lines) Transformational Geometry Flips, slides, and turns Symmetry related to flips, slides, and turns 3-D visualization Computer lets you “cut” a polyhedron and make it into a net. Computer constructs a sold from a net and pasting instructions. Questions: 1. Can work with the computer take the place of doing the real thing (i.e. hands-on)? Questions 1. Can work with the computer take the place of doing the real thing (i.e. hands-on)? 2. Just because we CAN do this, how can we say that we SHOULD do this? How do we address the “mile wide and an inch deep” characterization of U.S. curricula. Do we need to focus on a smaller set