How Theory-Building Research on Instruction can Support Instructional Improvement: Toward a Modeling Perspective in Secondary Geometry
Year: 2016
Type: article
Abstract: How can basic research on mathematics instruction contribute to instructional improvement? In our research on the practical rationality of geometry teaching we describe existing instruction and examine how existing instruction responds to perturbations. In this talk, I consider the proposal that geometry instruction could be improved by infusing it with activities where students use representations of figures to model their experiences with shape and space and I show how our basic research on high school geometry instruction informs the implementing and monitoring of such modeling perspective. I argue that for mathematics education research on instruction to contribute to improvements that teachers can use in their daily work our theories of teaching need to be mathematics-specific.
Author: Patricio Herbst
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: National Science Foundation
Awards: Developing Rich Media-based Materials for Practice-based Teacher Education, CAREER:Reasoning in High School Geometry Classrooms: Understanding the Practical Logic Underlying the Teacher's Work, Supports for learning to manage classroom discussions: Exploring the role of practical rationality and mathematical knowledge for teaching, ThEMaTe: Thought Experiments in Mathematics Teaching
OpenAlex ID: W2558819131