Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 38 Issue 1, December 2000
23 – 27
Using ROOTine Problems for Group Work in Geometry
Regina M Panasuk and Yvonne Greenleaf
How can mathematics teachers structure classroom activities so that students will be intellectually challenged? How can they create a learning environment that encourages students to communicate and reason mathematically, make decisions collaboratively and acquire mathematics skills and concepts that they thoroughly understand? The Professional Standards for Teaching Mathematics (NCTM 1991) suggests that mathematics teachers need to focus on the major components of teaching: worthwhile tasks, discourse and students’ active participation and involvement. Cooperative-learning approaches offer practical classroom techniques that teachers can use to motivate all their students to learn and appreciate mathematics (Davidson 1990).
