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Prompting Teacher Geometric Reasoning through Coaching in a Dynamic Geometry Software Context
ARTICLE

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School Science and Mathematics Volume 116, Number 6, ISSN 0036-6803

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 .

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