Turn vs. Shape: Teachers Cope with Incompatible Perspectives on Angle

Autor/inn/en	Kontorovich, Igor'; Zazkis, Rina
Titel	Turn vs. Shape: Teachers Cope with Incompatible Perspectives on Angle
Quelle	In: Educational Studies in Mathematics, 93 (2016) 2, S.223-243 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-016-9699-2
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Secondary School Mathematics; Secondary School Teachers; Problem Solving; Teaching Methods; Coping; Discussion (Teaching Technique); Scripts + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Bewältigung; Skript
Abstract	This study is concerned with tensions between the two different perspectives on the concept of angle: angle as a static shape and angle as a dynamic turn. The goal of the study is to explore how teachers cope with these tensions. We analyze scripts of 16 in-service secondary mathematics teachers, which feature a dialogue between a teacher and students around the following statement: "The sum of the exterior angles of a polygon is 360°." The findings show that while addressing a variety of intellectual needs of their student characters, in many cases, the teachers compromise the mathematical rigour of the concept of angle. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01