High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment

Nagar, Gili Gal; Hegedus, Stephen; Orrill, Chandra Hawley

doi:10.1007/s10649-022-10144-6

Cited by 4 publications

(1 citation statement)

References 18 publications

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“…Nagar et al ( 2022 ) note that teachers’ past experiences with mathematics influence their interactions with, and expectations for, geometric models. Sinclair et al ( 2011 ) found that preservice teachers who had previously experienced mathematics via teaching methods that tackled topics separately and disjointedly encountered difficulties reasoning with, and inferring from, geometric models.…”

Section: Review Of the Literaturementioning

confidence: 99%

Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator

Mamolo

Glynn-Adey

2023

ZDM Mathematics Education

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We report on a group theory activity in which learners explored dihedral symmetries through a tangible geometric model. This approach has historical roots in the work of Felix Klein’s Erlangen Program and his Elementary Mathematics from an Advanced Standpoint . We situate our study with respect to this history as well as current educational research in spatial visual reasoning, abstract algebra, and teacher knowledge. Our findings highlight opportunities that tangible geometric models can provide for fostering structural and interconnected understanding characteristic of teachers’ knowledge at the mathematical horizon .

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Section: Review Of the Literaturementioning

confidence: 99%

Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator

Mamolo

Glynn-Adey

2023

ZDM Mathematics Education

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Continuing Evolution of Research on Teaching and Learning: Exploring Emerging Methods for Unpacking Research on Teachers, Teaching, and Learning

Orrill,

Gearty,

Wang

2023

Mathematics Education in the Digital Era

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In this chapter, we consider current trends in mathematics education research to highlight the ways in which Medley’s framework is still relevant. In the three decades since Medley’s original framework was presented, research has continued to change. This chapter provides an overview of some of these changes and the implications they have for applying Medley’s framework to learning environments. To this end, we begin by discussing methodologies that have become more widespread. We then explore examples of research methods that offer new ways of thinking about research questions related to teaching and learning in formal environments, thus allowing researchers to look across the variables in ways that were unavailable until recently. We then discuss some of the opportunities created by technology. These have changed the ways we collect data and the data we collect. We close by discussing how the changes discussed in this chapter specifically relate to presage-process–product research. Our goal in this chapter is not to present a comprehensive review of the literature, rather, we seek to highlight both where the field is now in terms of research methods and tools as well as to provide examples of the ways in which Medley’s framework is being pursued in newer research.

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Teachers’ Understanding of Draggable Geometric Objects: Variance and Invariance in a Dynamic Geometry Environment

Nagar

Hegedus

Orrill

2022

Digit Exp Math Educ

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High school mathematics teachers’ discernment of invariant properties in a dynamic geometry environment

Cited by 4 publications

References 18 publications

Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator

Tangible connections within the mathematical horizon: Exploring the Dihedral Calculator

Continuing Evolution of Research on Teaching and Learning: Exploring Emerging Methods for Unpacking Research on Teachers, Teaching, and Learning

Teachers’ Understanding of Draggable Geometric Objects: Variance and Invariance in a Dynamic Geometry Environment

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