Teacher Appropriation and Student Learning of Geometry through Design

Hong Kong and U.S. Teachers’ Perceptions of Mathematical Disagreements and their Resolution Processes

“…However, their knowledge of teaching and learning within this particular area of geometry was incomplete, as participants did not consistently identify the orientation of the triangle as the feature causing the triangles to be "different," a claim evidenced in the video and supported by the literature (Fuys et al, 1988). According to the literature (Jacobson & Lehrer, 2000;Ma, 1999;Swafford et al, 1997), such knowledge is necessary for effective mathematics teaching.…”

“…In the first study, Swafford and colleagues (1997) worked with teachers in grades four through eight to develop their understanding in two areas: geometry and the van Hiele theory (van Hiele, 1959/1985. Following a four-week program, the participating teachers showed significant gains in both areas, which resulted in recognizable shifts in their lesson plans that aimed to develop students' knowledge of geometry at a higher van Hiele level. In the second study, Jacobson and Lehrer (2000) examined the practices of four second grade teachers as they engaged in teaching a geometry unit. All four teachers had participated in professional development that supported their implementation of effective instructional practices.…”

Science Educators Teaching Engineering Design: An Examination across Science Professional Development Sites

“…DBL is often viewed and taught differently among various disciplines (Crismond & Adams, 2012;Doppelt, Mehalik, Schunn, Silk, & Krysinksi, 2008;Fortus, Dershimer, Krajcik, Marx, & Mamlok-Naaman, 2004;Jacobson & Lehrer, 2000;Kolodner et al, 2003), specifically between science and engineering education. Variations include design-based science (Apedoe & Schunn, 2013;Sullivan, 2008), design-based inquiry (Chue & Lee, 2013), and more recently engineering design-based science (Wendell & Rogers, 2013).…”

The Extent of Mathematics Teacher's Awareness of Their Students' Misconceptions in Learning Geometrical Concepts in the Intermediate Education Stage

“…Due to the fact that the learning of geometrical concepts requires high mental ability that learner should acquire to be able to conceive, analyze them, as well as to recognize their relationships (Jacobson & Lehrer, 2000), more attention, in recent years, has been given to learner's conceptual construct. It also studies what such construct includes in terms of incorrect perceptions or concepts.…”