Preliminary Field Explorations in K-6 Math-Ed: the Giant Triangles as Classroom Manipulatives
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Date
2002
Authors
Knoll, Eva
Morgan, Simon
Journal Title
Journal ISSN
Volume Title
Publisher
Bridges: Mathematical Connections in Art, Music, and Science
Abstract
The present paper reports on children’s investigations using the giant equilateral triangles from the Geraldine Project2. It took
place at the De Zavala Elementary School as the initial stage of a project in mathematics education. The triangles are a part of a
modular construction kit made using kite technology. Their size, sturdiness and light weight make them ideal for in-class
activities with children of all ages and stages of development.
The school is located in a low socio-economic hispanic neighbourhood consisting of blue-collar families living in apartments and
rental houses as well as small businesses and industries. Most of the students at the school are recent immigrants from Mexico or
Central America or first generation born to immigrant families. Their parents have little or no education and are forced to work
on jobs that entail long hours, frequently into the evening or night. This situation makes it difficult for parents to provide their
children with appropriate support as students.
At this stage, the structure of the activities that make up lessons emerged from the response of the children as the activities were
tried. This approach, despite its unplanned nature, allowed for the introduction of much mathematical content, and the attention
of the children was relatively easy to catch and hold. The activities successfully combined the play aspect of the giant triangles
with the mathematical concept explorations that the instructors overlayed. In some cases the children were allowed to build their
own shapes, which were then examined with them. The outcome of these trial activities was then used as a basis for lesson
planning in later stages of the pilot project.
Description
Keywords
Mathematics education , Elementary education