Work

How Are Geometric Proof Problems Presented? Conceptualizing and Measuring Teachers’ Recognition of the Diagrammatic Register

Year: 2013

Type: article

Abstract: We describe the development of measures of teachers' recognition of an instructional norm—that proof problems in high school geometry are presented in a diagrammatic register. A first instrument required participants to openly respond to depictions of classroom scenarios in which the norm was breached. A second instrument was a survey that required participants to rate the extent to which they agreed with various explicit statements about instruction. A third instrument capitalized on pros of the other two. We demonstrate how this instrument development process improved our conceptualization of the components included in the diagrammatic register norm.

Source: Deep Blue (University of Michigan)

Authors: Patricio Herbst, Karl W. Kosko, Justin Dimmel

Institutions: University of Michigan, Kent State University

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: National Science Foundation

Award: Supports for learning to manage classroom discussions: Exploring the role of practical rationality and mathematical knowledge for teaching