Allows the student to see the relationships among the members of the conic sections family by using this program with the Geometer's sketchpad. Includes activity masters and 2 disks, one Macintosh and one Windows.

This book engages the reader in a journey of discovery through a spirited discussion among three characters: philosopher, teacher, and student. Throughout the book, philosopher pursues his dream of a unified theory of conics, where exceptions are banished. With a helpful teacher and examplehungry student, the trio soon finds that conics reveal much of their beauty when viewed over the complex numbers. It is profusely illustrated with pictures, workedout examples, and a CD containing 36 applets. Conics is written in an easy, conversational style, and many historical tidbits and other points of interest are scattered throughout the text. Many students can selfstudy the book without outside help. This book is ideal for anyone having a little exposure to linear algebra and complex numbers.

This volume reflects an appreciation of the interactive roles of subject matter, teacher, student, and technologies in designing classrooms that promote understanding of geometry and space. Although these elements of geometry education are mutually constituted, the book is organized to highlight, first, the editors' vision of a general geometry education; second, the development of student thinking in everyday and classroom contexts; and third, the role of technologies. Rather than looking to high school geometry as the locus--and all too often, the apex--of geometric reasoning, the contributors to this volume suggest that reasoning about space can and should be successfully integrated with other forms of mathematics, starting at the elementary level and continuing through high school. Reintegrating spatial reasoning into the mathematical mainstream--indeed, placing it at the core of K-12 mathematics environments that promote learning with understanding--will mean increased attention to problems in modeling, structure, and design and reinvigoration of traditional topics such as measure, dimension, and form. Further, the editors' position is that the teaching of geometry and spatial visualization in school should not be compressed into a characterization of Greek geometry, but should include attention to contributions to the mathematics of space that developed subsequent to those of the Greeks. This volume is essential reading for those involved in mathematics education at all levels, including university faculty, researchers, and graduate students.

Provides detailed instructional strategies, sample lesson plans, and sample assessments so that mathematics teachers can make the best use of the additional time.