Exploring Quadrilaterals to Reveal Teachers' Use of Definitions: Results and Implications

Autor/inn/en	Salinas, Tracie McLemore; Lynch-Davis, Kathleen; Mawhinney, Katherine J.; Crocker, Deborah A.
Titel	Exploring Quadrilaterals to Reveal Teachers' Use of Definitions: Results and Implications
Quelle	In: Australian Senior Mathematics Journal, 28 (2014) 2, S.50-59 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0819-4564
Schlagwörter	Secondary School Mathematics; Secondary School Teachers; Middle School Teachers; Faculty Development; Inquiry; Teaching Methods; Mathematics Instruction; Learning Activities; Mathematical Concepts; Mathematics Skills; Definitions; Geometry; North Carolina + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Lernaktivität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Begriffsbestimmung; Geometrie
Abstract	About 80 middle and secondary school teachers participated in the professional development sequence as a part of a larger professional development project. Sessions provided participants with half-day experiences in an inquiry-oriented classroom taught by a master teacher, in which they experienced examples of inquiry lessons as both student and teacher. The remainder of the day consisted of content-rich activities that explored mathematics and pedagogy in depth and sought to reveal and develop teachers' mathematical understanding and practices. The authors developed a sequence of professional development activities that sought to reconnect teachers with their own mathematical ways of thinking, namely of reasoning using definition. The authors used the van Hiele levels of geometric thought to select and sequence activities and as a lens through which to view teacher work. In this article, they present descriptions of the activities and a rationale for their selection along with insight gained from teachers who completed the activities. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06