MATH 226 - Mathematics for Teachers: Geometry and Measurement

• Use and explain geometric concepts of point, line (both parallel, perpendicular and skew), plane, and angle and use them in describing and defining shapes and reasoning about spatial locations. 1.D.8
• Explain and prove the Pythagorean Theorem and apply it to problem solving situation. 1.D.8.E
• Use and explain congruence and similarity in terms of translations, rotations, reflections and dilations and solve problems involving congruence and similarity in multiple ways.1.D.8
• Derive formulas for the perimeter and area of two dimensional figures and the volume and surface area of three dimensional figures. They will then apply the formulas to solving problems involving two and three dimensional shapes. 1.D.7, 1.D.8
• Use appropriate technology to investigate and represent concepts, methods and application of mathematical concepts. 1.D.11
• Use principles of mathematical thinking and problem solving to explore, solve, generalize and prove mathematical problems. 1.D.2
• Using the Van Hiele levels of geometric understanding, students will explain the developmental progression of geometric thinking including the development of spatial perception, recognition of shapes, visual matching, counting, classifying and creation of two- and three-dimensional objects, creating and expanding patterns, and spatial rotation. 1.D.1, 2.A
• Engage in developmentally and culturally responsive teaching of geometric concepts. 1.D.12.E, 2.B, 2.C, 2.D, 4. A, 4.B, 4.C
• Select, use, and determine suitability of the available mathematics curricula, teaching materials, and other resources including manipulatives for the teaching/learning of geometry for all students. 1.D.12.A, 2.B, 2.C, 2.D, 4. A, 4.B, 4.C
• Demonstrate the ability to guide student discourse with geometric concepts. 1.D.12.C, 4.I