In response to Amy Olsen's question (If you teach Algebra, what Geometry concepts do you see?), I teach Pre-Algebra and some Algebra to students with mild disabilities. Our textbook often gives problems involving perimeter, area, circumference, and angles. I must admit that before this class, I often felt that I lacked the expertise in fully explaining these types of problems. I strongly needed to review some basic geometric concepts. Now I often find myself talking about my own learning to my students and having more "geometry" discussions in class.
Now (to go back to your original question), when learning to solve proportions, my students really struggle with using two similar triangles to set up a proportion. Unless they've had some experience with geometry, then these problems will continue to be difficult for them.
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I am intrigued by your reference to sharing your own learning with your students. What a wonderful way to approach learning!
ReplyDeleteWe will be getting to similarity after break. How about using word cues: long to long = short to short (one way to set it up). The problem then is to use the visual cues to identify these pieces and then solve the proportion. Many steps to have to think about in this process.