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Table of Contents
Preface; 1: Introduction and outline; Measurement; Geometry; Graphs; Applets and poster; 2: A description of the domain of measurement; Gaining control of reality; Overview; Basic principles, justification and characterization; The foundation: quantification and organization; The metric system; Decimal structure and prefixes; The connection between units of length, area and volume; Basic principles; Other quantities; Legitimization; Characterization; Gaining control of reality; Doing investigations, solving problems and reasoning; Prefixes; Length as the basis; Area
Circumference and areaVolume; Soft drink; Volume formula; Liters and cubic units; A puddle of milk on the ground; Enlarging and reducing; Meaning and relationships; Weight, time, speed and other quantities; Weight; Time; Temperature; Speed; In conclusion; 3: Concise learning-teaching trajectories and intermediate attainment targets for measurement; Benchmarks and measurement instruments; Learning-teaching trajectory; Targets; Constructing units of area; Learning-teaching trajectory; Targets; Weight; Targets; Time; Targets; Temperature; Targets; Speed and other composite quantities; Targets
4: The domain of geometryIntroduction; Basic principles, legitimization and characterization; Basic principles; Building upon the geometry from grades K-2; Mathematizing space; In summary; Legitimization; The practical and educational value of geometry; The preparatory value of geometry; The intrinsic value of geometry; Characterization; Inquiry-based; Differences in level; Structure of the curriculum; The geometry taught in the upper grades ofprimary school; Introduction; The three terrains; Spatial sense; Introduction; From the lower grades of primary school to the upper grades
Core insightsLocalizing; Taking a standpoint in space; Moving in space (navigation); Plane and solid figures; Introduction; From the lower grades of primary school to the upper grades; Core insights; Properties of and relationships between figures; Operations, Transformations and Constructions; Visualization and representation; Introduction; From the lower grades of primary school to the upper grades; Core insights for the upper grades of primary school; Types of representations; Projections; Scale preservation; 5: Learning-teaching trajectories ingeometry; Introduction
Navigation: Treasure hunt on Moony IslandIntroduction; Target of the activities; The assignments; Follow-up to the assignments; Moony Island in the class; The activities in the perspective of a learning-teaching trajectory; Direction (turn and angle); Angle; Distance and scale; Building blocks for a learning-teaching trajectory in navigation; Constructing: sawing cubes; Introduction; Target of the activities; The assignments; Sawing cubes in the class; The activities in the perspective of a learning-teaching trajectory; Figures; Constructing and spatial cognition
Circumference and areaVolume; Soft drink; Volume formula; Liters and cubic units; A puddle of milk on the ground; Enlarging and reducing; Meaning and relationships; Weight, time, speed and other quantities; Weight; Time; Temperature; Speed; In conclusion; 3: Concise learning-teaching trajectories and intermediate attainment targets for measurement; Benchmarks and measurement instruments; Learning-teaching trajectory; Targets; Constructing units of area; Learning-teaching trajectory; Targets; Weight; Targets; Time; Targets; Temperature; Targets; Speed and other composite quantities; Targets
4: The domain of geometryIntroduction; Basic principles, legitimization and characterization; Basic principles; Building upon the geometry from grades K-2; Mathematizing space; In summary; Legitimization; The practical and educational value of geometry; The preparatory value of geometry; The intrinsic value of geometry; Characterization; Inquiry-based; Differences in level; Structure of the curriculum; The geometry taught in the upper grades ofprimary school; Introduction; The three terrains; Spatial sense; Introduction; From the lower grades of primary school to the upper grades
Core insightsLocalizing; Taking a standpoint in space; Moving in space (navigation); Plane and solid figures; Introduction; From the lower grades of primary school to the upper grades; Core insights; Properties of and relationships between figures; Operations, Transformations and Constructions; Visualization and representation; Introduction; From the lower grades of primary school to the upper grades; Core insights for the upper grades of primary school; Types of representations; Projections; Scale preservation; 5: Learning-teaching trajectories ingeometry; Introduction
Navigation: Treasure hunt on Moony IslandIntroduction; Target of the activities; The assignments; Follow-up to the assignments; Moony Island in the class; The activities in the perspective of a learning-teaching trajectory; Direction (turn and angle); Angle; Distance and scale; Building blocks for a learning-teaching trajectory in navigation; Constructing: sawing cubes; Introduction; Target of the activities; The assignments; Sawing cubes in the class; The activities in the perspective of a learning-teaching trajectory; Figures; Constructing and spatial cognition