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Experiential models of students' geometry thinking: Case studies of two secondary mathematics teachers |
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Abstract:
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Teachers must have an understanding of students’ mathematical thinking in order to create meaningful learning opportunities. Literature on learning trajectories and geometric reasoning provide a framework for investigating the ways that teachers make sense of their students’ thinking. This paper will report on two case studies that examined the experiential models of students’ geometric thinking created by secondary teachers. |
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student (94), learn (93), teacher (64), trajectori (63), mathemat (52), task (45), lesson (37), differ (26), group (25), use (23), chang (21), think (21), judi (19), creat (19), two (18), educ (18), elt (17), research (16), class (16), solut (16), activ (16), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Rhodes, Ginger. "Experiential models of students' geometry thinking: Case studies of two secondary mathematics teachers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada, Oct 25, 2007 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p194476_index.html> |
APA Citation:
| Rhodes, G. A. , 2007-10-25 "Experiential models of students' geometry thinking: Case studies of two secondary mathematics teachers" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, University of Nevada, Reno, Reno, Nevada Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p194476_index.html |
Publication Type: Research Report
Abstract: Teachers must have an understanding of students’ mathematical thinking in order to create meaningful learning opportunities. Literature on learning trajectories and geometric reasoning provide a framework for investigating the ways that teachers make sense of their students’ thinking. This paper will report on two case studies that examined the experiential models of students’ geometric thinking created by secondary teachers. |
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| Document Type: |
PDF |
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8 |
| Word count: |
3827 |
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| 118 LEARNING TRAJECTORIES: CASE STUDIES OF TWO SECONDARY TEACHERS Ginger Rhodes University of Georgia gar0209@uga.edu Teachers acknowledge that the ways that students think mathematically influences their instructional practices. Through this study I considered how learning trajectories might provide insights into the ways that teachers understand and make use of students’ mathematics in classrooms. Specifically I examined the ways that two teachers intended student learning to progress in lessons and their reflections of how learning actually progressed. Results indicated that |
| teachers in transition (pp. 223–254). Mahwah NJ: Lawrence Erlbaum Associates. Merriam S. B. & Associates. (2002). Qualitative research in Practice: Examples for discussion and analysis. San Francisco CA: Jossey-Bass. Simon M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education 26 114–145. Steffe L. P. (2004). On the construction of learning trajectories: The case of commensurate fractions. Mathematical Thinking and Learning 6(2) 129–163. Lamberg T. & Wiest L. R. (Eds.). (2007). Proceedings of |
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