Angles Case Study
Chad: I think that Chad understands that there are different
size angles. I would like to draw some pictures with him and see if he means
the lines are long and short (lines in regards to sides) or if when he says
long and short he is talking about the width of the angle. We need to determine
what he is referring to before we can help him proceed with his definition.
Cindy: I think that Cindy’s definition was the most vague
out of all the student examples. I think that she is referring to the sides
instead of angles. I would want her to show me what part she is talking about.
I think having her define side and make sure that she is not thinking about
that instead of angle would be helpful.
Nancy: Nancy gave a good definition. I think it would be
helpful to have her draw an example of an obtuse and an acute angle to see if
she really understands the difference. Also, I would like to ask her what she
thinks a right angle is.
Crissy: Chrissy gives the most detail out of the students. I
would like to see her prove that an angle is obtuse and/or acute. We would want
to make sure that she understands the correlations that a 90 degree angle,
which she speaks of, has in regards to these other two angles.
Lindsey,
ReplyDeleteI completely felt the same way about all of the case studies involving angles. I thought Nancy's journal entry was great, but I would also have liked it if she drew each angle and not just various triangles with a right angle. I also liked Crissy's journal entry and thought she did a good job.
Have you had to teach angles? Did you enjoy the journal entries as a way to assess students' learning?
Good Point Samantha! I agree that more drawings would have been nice. I have not done a lot of teaching on angles and think that this is something I need to do a better job of. I love the way that the students were using their journals in all the case studies. I have math journals, but I need to give the students more time to answer questions like the ones they are working on.
ReplyDeleteDo you use math journals?
I think that using the NCTM would be a good way to find activities like the ones in the case studies. What do you think? What are other ways we could "beef" up our math lessons to get our students talking and thinking deeply like the ones in the case studies?