Abstract

This study investigated the ways in which four middle grades teachers developed mathematical knowledge for teaching (MKT) geometry as they implemented dynamic geometry software in their classrooms with the assistance of a coach. Teachers developed various components of MKT by observing coaches teach, by dynamic discourse with students, which is discourse with respect to dynamic geometry software images, and by discussions with coaches. The dynamic geometry software environment proved productive as coaches guided teachers' growth in explanations, examples, and definitions. The environment also helped teachers discover unnoticed abilities among their low achievers. Moreover, teachers developed confidence to teach with more expert uses of dynamic geometry software.

Citation

Knapp, A.K., Barrett, J.E. & Moore, C.J. (2016). Prompting Teacher Geometric Reasoning through Coaching in a Dynamic Geometry Software Context. School Science and Mathematics, 116(6), 326-337. Retrieved August 9, 2022 from https://www.learntechlib.org/p/193482/.

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Keywords

• Coaching (Performance)
• Computer Software
• Computer Uses in Education
• Discussion (Teaching Technique)
• educational technology
• geometry
• Interpersonal Communication
• Knowledge Base for Teaching
• Mathematics Instruction
• Middle School Teachers
• Teacher Competencies