Promoting Uncertainty to Support Preservice Teachers' Reasoning about the Tangent Relationship

Autor/inn/en	Glassmeyer, David; Brakoniecki, Aaron; Amador, Julie M.
Titel	Promoting Uncertainty to Support Preservice Teachers' Reasoning about the Tangent Relationship
Quelle	In: International Journal of Mathematical Education in Science and Technology, 50 (2019) 4, S.527-556 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glassmeyer, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2018.1527405
Schlagwörter	Mathematics Instruction; Problem Solving; Concept Formation; Preservice Teachers; Mathematics Teachers; Secondary School Teachers; Trigonometry; Computer Software; Technology Uses in Education; Preservice Teacher Education; Mathematical Logic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Concept learning; Begriffsbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Trigonometrie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudiengang; Lehrerausbildung; Mathematical logics; Mathematische Logik
Abstract	Including opportunities for students to experience uncertainty in solving mathematical tasks can prompt learners to resolve the uncertainty, leading to mathematical understanding. In this article, we examine how preservice secondary mathematics teachers' thinking about a trigonometric relationship was impacted by a series of tasks that prompted uncertainty. Using dynamic geometry software, we asked preservice teachers to compare angle measures of lines on a coordinate grid to their slope values, beginning by investigating lines whose angle measures were in a near-linear relationship to their slopes. After encountering and resolving the uncertainty of the exact relationship between the values, preservice teachers connected what they learned to the tangent relationship and demonstrated new ways of thinking that entail quantitative and covariational reasoning about this trigonometric relationship. We argue that strategically using uncertainty can be an effective way of promoting preservice teachers' reasoning about the tangent relationship. (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	2020/1/01