Abstract
What do a course for mathematically talented geometry students and a course for the non-college-bound have in common? Concepts and learning activities! I teach both courses and have found that many of the same activities can be used to develop concepts. Both the depth and breadth of the activities need to be adjusted to the developmental level of the students—a good example of the core curriculum as described in NCTM's Curriculum and Evaluation Standards (1989). The focus of this article is the use of hands-on activities in the third year of an integrated sequence for the non-college-bound. Reference is made to variations and extensions for an honors geometry course.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
