1. What did I learn?
In class this week I learned how to incorporate geometry understanding with a simple square piece of paper. With this paper we talked about the properties of squares, triangles, rectangles, lines, and angles. For example, how do you know a square is a square? This type of exercise forced us to use mathematical terms and use them to discuss geometry concepts aloud. Another layer of assessment is used when math terminology is used in conversation. Math terms like any subject is sort of like learning a new language, and is ofter best understood verbally. "Let kids experience geometry" is a big idea learned. In a similar fashion, the article we read "Using Creative Writing and Literature in Mathematics Classes" by Halpern $ Halpern showed great examples of students' writing using math vocabulary and creative writing. I was surprised with the creativity and had not thought of using creative writing and math as an interdisciplinary tool.
2. What are the implications for classroom practice?
Math should be discussed and talked about in a classroom. Kids should practice talking about math vocabulary in conversation and in print. Writing practice can be made relevant to student lives with their current learning in math. In order for students to do this successfully, teachers should also ground themselves in the same way and do the homework they assign their students. Teachers need to do this in order to teach beyond a visual or basic analysis level, and prepare them for deeper understandings in the next grade.
3. What do I have questions about?
What are other ways students can experience geometry?
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