Volume: 4; 2016; 221 pp; Softcover
MSC: Primary 00;
Print ISBN: 978-1-4704-2925-6
Product Code: SSTP/4
List Price: $29.00
AMS Member Price: $23.20
MAA Member Price: $26.10
Electronic ISBN: 978-1-4704-3534-9
Product Code: SSTP/4.E
List Price: $29.00
AMS Member Price: $23.20
MAA Member Price: $26.10
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Some Applications of Geometric Thinking
Share this pageBowen Kerins; Darryl Yong; Al Cuoco; Glenn Stevens; Mary Pilgrim
A co-publication of the AMS and IAS/Park City Mathematics Institute
Designed for precollege teachers by a collaborative of teachers,
educators, and mathematicians, Some Applications of Geometric Thinking
is based on a course offered in the Summer School Teacher Program at
the Park City Mathematics Institute.
But this book isn't a “course” in the traditional
sense. It consists of a carefully sequenced collection of problem sets
designed to develop several interconnected mathematical themes, and
one of the goals of the problem sets is for readers to uncover these
themes for themselves.
The goal of Some Applications of Geometric Thinking is to help
teachers see that geometric ideas can be used throughout the secondary
school curriculum, both as a hub that connects ideas from all parts of
secondary school and beyond—algebra, number theory, arithmetic, and
data analysis—and as a locus for applications of results and methods
from these fields.
Some Applications of Geometric Thinking is a volume of the
book series “IAS/PCMI—The Teacher Program Series”
published by the American Mathematical Society. Each volume in this
series covers the content of one Summer School Teacher Program year
and is independent of the rest.
Titles in this series are co-published with the Institute for Advanced Study/Park City Mathematics Institute.
Readership
Teachers of middle and high school mathematics.
Reviews & Endorsements
...[T]hese problems were carefully and coherently sequenced to unfold an interesting mathematical story complete with plot twists and turns, ultimately building to a satisfying resolution of real mathematical substance. In other words, this was not a problem bank to be viewed as a companion resource for a course. Rather, these problem sets entirely define a complete mathematical course. To do justice to these problems and to allow students to experience the joys of discovering the beautiful and often unexpected connections the problems are designed to reveal, one needs to take the plunge and commit to making them the basis of the course. To me, that meant eschewing lecture presentations in favor of letting the problems tell the story. That would constitute my best advice to instructors using the materials: Let the problems tell the story. Go along for the ride, enjoy it yourself, and fight the urge to drive.
-- Thomas Dick, The College Mathematics Journal
Table of Contents
Table of Contents
Some Applications of Geometric Thinking