Examining the Effects of a Dynamic Geometric Task Analysis Framework on Teachers' Written Tasks
Aaron Trocki, Elon University, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
How do teachers recognize and write quality tasks for dynamic geometry software environments? Dynamic geometry software environments provide users the unique affordance of dragging mathematical objects to test conjectures. This paper introduces a framework to be used by teachers and teacher educators to recognize aspects of task quality in such environments. The author introduces research in the form of case studies of pre-service and in-service teachers who wrote tasks while utilizing a dynamic geometry task analysis framework.
Trocki, A. (2016). Examining the Effects of a Dynamic Geometric Task Analysis Framework on Teachers' Written Tasks. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2591-2593). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/172060/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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