The Third International Mathematics and Science Study (TIMSS) is the largest and most comprehensive international comparison of mathematics and science education ever undertaken. It measured not only math and science knowledge of 4th, 8th and 12th grade students from 41 nations, but also examined actual classrooms to determine elements of effective teaching and learning. The TIMSS report found that mathematics in the United States is not focused, as in other countries, and suggests that to improve achievement, students need a rich and challenging curriculum that presents topics in depth.
TEAMS programs are designed to answer concerns raised by the TIMSS report. The programs are built upon a balanced approach for learning mathematics. They model effective teaching strategies within the various strands of mathematics. Programs encourage balanced instruction with attention given to skills, concepts, and problem solving. TEAMS has established a five year continuum of programs that model effective practices for building the foundations of number, measurement, geometry, data representation, and algebraic thinking. Programming is scheduled across the grade levels in each of the five areas so that the development of understandings at each grade level builds upon previously attained concepts.
For 1997-1998, TEAMS mathematics programs will focus on geometry.
Geometry means "earth measure". It is a study of the properties, measurements, and relationships of shapes and figures. It is a branch of mathematics rich in visual approaches to problem exploration, pattern finding, and reasoning in the classroom.
TEAMS Mathematics programs are designed for 1st through 8th graders. The staff development guide and programs, Teaching Geometry Concepts: Shapes in Space, are designed to facilitate effective teaching of geometry in these grades. TEAMS lessons are not intended to be a complete curriculum. Rather they are model lessons and starting points to a rich and challenging mathematics program. TEAMS Mathematics focuses on students looking at attributes and classification. Activities selected for the programs illustrate a concept throughout the grade levels and incorporate developmental stages of learning. Students explore, investigate, and experiment to help develop mathematical thinking skills.
(NCTM Standards, pg 49)
Geometry helps students represent and make sense of the world. At every grade, geometry is best learned by beginning at the concrete level. Students experience and investigate properties of shapes and figures with a variety of manipulatives. Younger students sort and classify. Older students use manipulatives to find patterns and discover relationships between geometric figures. Challenging activities at the conceptual level allow students to develop and fine tune their explanations and thought processes. These experiences lay the groundwork for formal geometry.
Geometry has a language and vocabulary of its own, but the understanding of vocabulary should not be the focus. Vocabulary and definitions evolve from experiences constructing, visualizing, drawing, sorting, and measuring two- and three-dimensional figures.
The National Council of Teachers of Mathematics (NCTM), in its Curriculum and Evaluation Standards for School Mathematics (1989) states, "Spatial understandings are necessary for interpreting, understanding, and appreciating our inherently geometric world."
To improve spatial sense students need to:
NCTM Standards state that in grades K-4, the mathematics curriculum should include two- and three-dimensional geometry so that students can:
In grades 5-8, the mathematics curriculum should include the study of the geometry of one, two, and three dimensions in a variety of situations so that students can:
At the end of each section articles are listed that correspond to topics covered during the Staff Development. These articles appear in NCTM and educational publications and enhance and clarify specific topics.
It is suggested that this guide be three-hole punched and placed in a binder so that materials can be added to the current geometry guide and materials from other strands can also be added.
Leeson, Neville J., "Improving Students' Sense of Three-Dimensional Shapes." Teaching Children Mathematics, (September, 1994.):8-11.
Rowan, Thomas E. "The Geometry Standards in K-8 Mathematics." The Arithmetic Teacher, (February, 1990): 24-28.
Creative Publication, 800-624-0822 or
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Cuisenaire, 800-872-1100
Dale Seymour, 800-872-1100 or
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Didax, 800-458-0024 or
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Key Curriculum Press, 800-995-MATH or
http://www.keypress.com
National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics. Reston, Va.: The Council, 1980.
National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades 5-8, Geometry in the Middle Grades. Geddes, Dorothy. Reston, Va,: The Council, 1992.
National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades K-6, Second-Grade Book. Geddes, Dorothy. Reston, Va,: The Council, 1992.
National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics Addenda Series, Grades K-6, Third-Grade Book. Geddes, Dorothy. Reston, Va,: The Council, 1992.