By Edoardo Ballico, Ciro Ciliberto

**Read or Download Algebraic Curves and Projective Geometry. Proc. conf Trento, 1988 PDF**

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**Additional resources for Algebraic Curves and Projective Geometry. Proc. conf Trento, 1988**

**Example text**

Bennett, A. , Jr. (1996). Visual mathematics: Course II, Lessons 1–10. Salem, OR: The Math Learning Center. Of particular interest in Lesson 2 (Shape and Surface Area) are Actions 8–10 in the Focus Teacher Activity (pp. 24–25). Students explore the effects of changing 20 the unit with respect to linear measurement, surface area, and volume. , Fey, J. , Fitzgerald, W. , Friel, S. , & Phillips, E. D. (1998d). Looking for Pythagoreas: The Pythagorean theorem. Menlo Park, CA: Dale Seymour. 1 (p.

The ability to communicate mathematically is regarded as an essential component of mathematical understanding. , speaking, writing, listening) during mathematics class reap dual benefits: They learn mathematics and they learn to communicate mathematically (NCTM, 2000). In particular, “students who are involved in discussions in which they justify solutions— especially in the face of disagreement—will gain better mathematical understanding as they work to convince their peers about differing points of view” (NCTM, 2000, p.

18. discussion. I decided to begin with Larry. Although his answer was incorrect, it was shared by at least half of the class. I asked Larry to come to the overhead and explain his solution. He said that since there were 17½ centimeters, and since there were 10 millimeters for every 1 centimeter, he multiplied 17 by 10 to get 170. As he was talking, I gently interrupted at a couple of points to correct his language to square centimeters instead of centimeters. I did this with some hesitation because I was worried that by doing so I might be pointing directly to the flaw in his reasoning.