Literaturnachweis - Detailanzeige
| Autor/inn/en | St. Goar, Julia; Lai, Yvonne |
|---|---|
| Titel | Designing Activities to Support Prospective High School Teachers' Proofs of Congruence from a Transformation Perspective |
| Quelle | In: PRIMUS, 32 (2022) 7, S.827-842 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (St. Goar, Julia) ORCID (Lai, Yvonne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1051-1970 |
| DOI | 10.1080/10511970.2021.1940403 |
| Schlagwörter | Preservice Teachers; Mathematics Teachers; Geometry; Validity; Mathematical Logic; Mathematics Instruction; Secondary School Teachers; Secondary School Mathematics; Design; Lesson Plans; Learning Activities |
| Abstract | Undergraduate mathematics instructors are called by many current standards to promote prospective teachers' learning of geometry from a transformation perspective, marking a change from previous standards. The novelty of this situation means it is unclear what is involved in undergraduate learning and teaching of geometry from a transformation perspective. To approach this problem, we illustrate how specific in-class activities and design principles might help prospective teachers make conceptual links between congruence proofs and a transformation approach to geometry. Additionally, to illustrate these activities for instructors, we provide examples of prospective teachers' work on some of these problems. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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