answers to gsp5 constructing perpendicular bisectors

#ANSWERS TO GSP5 CONSTRUCTING PERPENDICULAR BISECTORS SOFTWARE#

Learning geometry through dynamic geometry software. Hollebrands (Eds.), Handbook of research on transforming mathematics teacher education in the digital age (pp. Learning mathematics and technology through ınquiry, cooperation, and communication: a learning trajectory for future mathematics teachers. Retrieved from ProQuest Dissertations & Theses Global. High school students’ understandings of geometric transformations in the context of a technological environment. Journal of Computers in Mathematics and Science Teaching, 12(2), 121–145.įlanagan, K. Geometric transformations: naïve ideas and formal embodiments. Teaching Mathematics and Its Applications, 20(4), 157–169.Įdwards, L., & Zazkis, R.

#ANSWERS TO GSP5 CONSTRUCTING PERPENDICULAR BISECTORS SOFTWARE#

The impact of dynamic geometry software on learning. Computer use and visualization in students’ construction of reflection and rotation concepts. The University of Minnesota, Minnesota.ĭixon, J. The geometric content knowledge of prospective elementary teachers. International Journal of Mathematical Education in Science and Technology, 35(5), 703–724.ĭesmond, N.

Using dynamic geometry to expand mathematics teachers’ understanding of proof. Washington DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.ĭe Villiers, M. Common Core State Standards for Mathematics. Netherlands: Springer.Ĭommon Core State Standards Initiative. Cobb (Eds.), Journey in mathematics education research (pp. Participating in classroom mathematical practices. Mahwah: Erlbaum.Ĭobb, P., Stephan, M., McClain, K., & Gravemeijer, K. Whitson (Eds.), Situated cognition: social, semiotic, and psychological perspectives (pp. Mathematizing and symbolizing: the emergence of chains of signification in one first-grade classroom. Journal for Research in Mathematics Education, 23(1), 2–33.Ĭobb, P., Gravemeijer, K., Yackel, E., McClain, K., & Whitenack, J. A constructivist alternative to the representational view of mind in mathematics education. International Journal of Science and Mathematics Education, 2(3), 339–352.Ĭobb, P., Yackel, E., & Wood, T. Proofs through exploration in dynamic geometry environments. Elementary school teachers’ growth in inquiry-based teaching of mathematics. Cambridge: Harvard University Press.Ĭhapman, O. Second handbook of research on mathematics teaching and learning (Vol.

The development of geometric and spatial thinking. Journal of Educational Psychology, 99(3), 626–639.īattista, M. The effects of monological and dialogical argumentation on concept learning in evolutionary theory. A cognitive analysis of dragging practices in Cabri environments. International Journal of Science and Mathematics Education, 549–573.Īrzarello, F., Olivero, F., Paola, D., & Robutti, O. Mathematical practices in a technological setting: a design research experiment for teaching circle properties. Hence, it was concluded that the PMSMTs’ knowledge and understanding of transformation geometry were enhanced through the instructional sequence based on the specific HLT.Īkyuz, D.

The development of the PMSMTs’ understanding of geometric transformations in the instructional sequence was explained by the systematic nature of classroom mathematical practices. The findings revealed that three mathematical practices emerged at the end of the 5-week instructional sequence: (1) an in-depth understanding of geometric transformations, (2) operational definitions of geometric transformations and the identification of the relationship among them, and (3) the properties and attributes of geometric transformations. The qualitative data obtained from whole-class discussions, classroom artifacts, and teacher candidates’ products were analyzed by the three-phase methodology of Rasmussen and Stephan based on the Toulmin argumentation model. The participant 23 preservice middle-school mathematics teachers (PMSMTs) used the geometer’s sketchpad in the sequence. A 5-week instructional sequence consisting of IBL activities that were guided by the hypothetical learning trajectory (HLT) was designed. This study reports the classroom mathematical practices proposed in an instructional sequence grounding on the principles of inquiry-based learning (IBL) through the use of the dynamic geometry software (DGS) in learning to teach geometric transformations.

Answers to gsp5 constructing perpendicular bisectors