Many reasons have been given for the inclusion of more geometry in the lower grades. Certainly, geometry is an important subject in its own right, and as certainly, it is un realistic to postpone the study of geometry until it can be approached in a systematic and rigorous way. (Precision and rigor can best be appreciated when we understand what we are being precise and rigorous about.) lt is also true that geometry is encountered in everyday life, and that children do find the subject interesting. What has not often been pointed out is that geometry can extend and enrich the study of arithmetic.
In it “Position Statement on Calculators in the Mathematics Classroom” the National Council of Teachers of Mathematics recommends that calculators be integrated into all aspect of school mathematics, including class work, homework, and evaluation (NCTM 1986). This author cited the need for a comprehensive calculator proj ect encompassing all facet as of elementary mathematics education, a project that should include the development of a calculator-integrated curriculum. an extensive training program for teachers, the development of curriculum-support materials, change in textbook, workshops for parents and community group, and a change in evaluation of mathematics achievement (Williams 1987).
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