By Akira Fujiki, etc., Kazuya Kato, T. Katsura, Y. Kawamata, Y. Miyaoka
This quantity documents the complaints of a global convention held in Tokyo, Japan in August 1990 at the matters of algebraic geometry and analytic geometry.
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Beatriz reminded the group that it had to be a rectangular pen. Michael said maybe the pen could be 125 × 50. Tanya asked where those numbers came from. Michael explained that he was just trying out different numbers that would add up to 300. Beatriz said that if the side of the building was 100 yards you would be using only half of the side. Michael added, “No one said we had to use it all. ” Tommy, who had remained quiet during the discussion up to this point, started arguing that the area would still be 10,000 yards.
With a heavy sigh, I glanced at the clock and noted that the bell would be ringing within 10 minutes. I knew that the problem would be a struggle for the kids, but I had expected that they would have made a little more progress than this by the end of the period. Reconsidering the question. On my way back to the front of the room, I passed by Tommy’s group and stopped quickly in my tracks. The group was very engaged again. ” She suggested that maybe they could make a circle. Beatriz reminded the group that it had to be a rectangular pen.
How might these actions have contributed to students’ learning? Cite specific evidence from the case to support your argument. If you have colleagues who also are reading this case, compare and contrast the ideas in your individual lists and possibly generate a master list. Note points of disagreement since these are likely to be fruitful topics for further discussion and debate. If you are working on this activity alone, we encourage you to refer to Appendix A, which includes a list that was produced by teachers who previously participated in a discussion of Barbara Crafton’s teaching practices.
Algebraic Geometry and Analysis Geometry by Akira Fujiki, etc., Kazuya Kato, T. Katsura, Y. Kawamata, Y. Miyaoka