Equivalence Relations across the Secondary School Curriculum

Autor/in	Berger, Lisa
Titel	Equivalence Relations across the Secondary School Curriculum
Quelle	In: Mathematics Teacher, 106 (2013) 7, S.508-512 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Geometric Concepts; High Schools; Mathematics Teachers; Preservice Teacher Education; Elementary School Mathematics; Secondary School Mathematics; Trigonometry; Algebra; Arithmetic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Geometrie; High school; Oberschule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Elementare Mathematik; Schulmathematik; Trigonometrie; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Must two triangles with equal areas and equal perimeters also be congruent? This question was introduced in "Mathematics Teacher" ("MT")by Rosenberg, Spillane, and Wulf in their article "Heron Triangles and Moduli Spaces" (2008), which also described the authors' subsequent investigation of a particular moduli space of triangles. McCallum (2009) suggested that this was likely the only "MT" article to address a moduli space, a representation arising naturally across various branches of advanced mathematics. His comment, along with the original article, inspired this author to explore the prerequisite topics of equivalence relations and equivalence classes and their appearance in secondary school mathematics. In particular, the author describes an exploration of equivalence relations in the high school curriculum that builds explicit connections across various mathematical domains and provides teachers with a greater depth of understanding of the mathematics they teach. (ERIC).
Anmerkungen	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: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10