Examining Preservice Teacher Thinking about Technology-Based Trigonometric Explorations through a Replacing, Amplifying, and Transforming Framework [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Brakoniecki, Aaron; Glassmeyer, David; Amador, Julie
Titel	Examining Preservice Teacher Thinking about Technology-Based Trigonometric Explorations through a Replacing, Amplifying, and Transforming Framework [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Geometry; Preservice Teachers; Secondary School Teachers; Mathematics Teachers; Trigonometry; Teaching Methods; Computer Software; Problem Solving; Geometric Concepts + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Trigonometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Elementare Geometrie
Abstract	Researchers promoting the inclusion of technology for teaching and learning have recently called for the integration of mathematical technologies into the preparation of future teachers. This report analyzes the dynamic geometry sketches produced by preservice secondary mathematics teachers when investigating trigonometric relationships. We analyzed preservice teachers' approaches to a particular task based on the extent to which the technology replaced, amplified, or transformed learning opportunities about tangent. We highlight the prominent aspects of the diagrams produced and discuss technological affordances these diagrams present for supporting preservice teachers' development of content knowledge and pedagogical approaches related to trigonometry. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01