**STRENGTHEN TEACHERS’ EDUCATION IN
ENGINEERING AND RESEARCH (STEER) -2003**

**Summer Program at CSU-****Los Angeles**

**FINAL REPORT**

**GEOMETRY AND MEASUREMENT**

**By**

**Kingsford Kyei**

**(STEER participant)**

**Prof. Jane Dong**

**Student ****Assistants Luke Chen**

**Yeva Lomandyan**

**ABSTRACT**

Strengthen Teachers’ Education in
Engineering and Research (STEER) updated teachers about the cutting edge
technology tools that could be translated into classroom instruction. The
program exposed participants to hands-on experience with OpenGl (a
multi-lingual package for graphics) in visual C++ and 3 D Studio Max (multimedia
software for rendering animation. With
participants equipped with these tools, they in turn could model class room
instruction to reflect the knowledge they acquired at the program.

**1.0 INTRODUCTION**

Most of the students in K12 schools find
it very difficult to visualize objects that they cannot see, thus making it
even more difficult to solving problems involving visualization as in
geometry. STEER program was one of the
means to curtail this difficulty by equipping teachers with tools necessary to
design models that students could visualize.

**2.0 PROJECT GOALS AND
OBJECTIVES**

The primary goal for implementing the
STEER program was based on the fact that when teachers are equipped with state
of the art technology, they in turn would implement class lessons that
translate the experience they had into classroom.

As a result of the experiences learned, software
was designed using two or three dimensional working models that depict real
geometric shapes that sought to:

□
Help
students build strong visualization power

□
Heighten
students’ motivation and interest in solving problems involving geometry and
measurement.

**3.0 DESCRIPTION OF THE
SOFTWARE ****(Geometry and Measurements) **

The
software solves problems involving geometric shapes and concepts. The software has an appealing graphic user
appearance that is different from many mundane text and black screens software
(Figure 1)

Clicking on the geometric shape button displays
the objectives that students would learn about the figure they picked. A two or
three dimensional model (depending on picking a plane figure or a solid figure)
is then displayed for students to see and relate with.

The program then prompts the students to
input parameters of the object they chose, after which the result is displayed
in step-wise fashion for students to see.
The inherent goal of the step-wise fashion is to afford students an
opportunity to “catch” where in their solution they went wrong and recover from
mistakes as quickly as possible.

**4.0 IMPLEMENTATION IN
THE CLASSROOM**

The multimedia application makes the
hectic experience of lesson planning less, whilst it brings about an innovation
in the delivery of instructions, especially those that require
visualization. Models for instructions could be designed and
displayed rather than buying the materials (as teaching aids) to use in the
classroom.

The software would be installed on the
classroom computers so that it is accessible to students. The software was
structured in the format that class instruction is delivered and also to
promote independent studies, thus when students could use it to reinforce their
knowledge by solving problems involving geometric shapes and then compare their
answers with that provided by the program.

There are few computers in the classroom,
however, in order to reach every student in the class, the students would have
copies of the software to install on their home computers; creating a virtual
class at home for studies, only this time there is no teacher.

**5.0 FUTURE PLANS FOR
THE SOFTWARE **

There are five
sections of the California Mathematics standards for Public Schools K12 namely:

o
Number
Sense

o
Algebra
and Function

o
Geometry
and Function

o
Statistics,
Probability and Data Analysis

o
Mathematical
Reasoning

The
project covers only the geometry and measurement; therefore, it is my fervent
will to design other software to cater for the other sections

Secondly, I want
to be able to incorporate audio features to make the software more like a video
game which students are very familiar with. In this case, the experience
with the software would be more like an everyday activity: playing video games,
only this time it increases their motivation and interest as well as enhancing
their performance.

Thirdly, I want to
be able to make the program accessible on-line so that other students could use
it and experience the joy of learning mathematical concepts at their own pace.
This would demystify the notion that learning mathematics the hard way is not
the only way.

**6.0 SUPPORT AND BUDGET**

The objective of
the program is to help students build strong imaginative power, however, with
limited number of computers. Thus accomplishing
this task would not be readily realized as it would have been if there were
more accessible computers. Therefore,
more computers are needed to support this noble innovation is the classroom.

K12 students
need role models to identify with as well as to tap resourceful information
from. It necessary to schedule field
trips to the college-campuses to help motivate students make clear career
choice. Furthermore, resource persons
from California State University-Los Angles could come to the school sites to
talk to and interact with students, explaining most of the sciences and
engineering fields.

**7.0 STUDENTS OUTCOME**

STEER program
has provided the platform for innovation that translated into the classroom.
The software created from the experience and knowledge acquired from the Summer
Program provides enough mathematical concepts and skills needed for geometry (as
stated in the California Mathematics Framework for K12 public; middle
school.) It is therefore, inferable that
students would be able to improve the way they visualize geometric figures and
solve problems related to them.

**8.0
****REFERENCE**

California
Mathematics framework for K12 Public School-2003

Rex E. Bradford-*Real time animation Toolkit in C++* ,
1995 John Wiley & Sons, Inc

3D
Studio Format, http://www.dcs.ed.ac.uk/home/mxr/gfx/3d/3DS.spec

OpenGL
Tutorials http://www.codeproject.com/