Instrumental Development of Teachers’ Reasoning in Dynamic Geometry

Autores

  • Muteb M. Alqahtani Rutgers University
  • Arthur B. Powell Rutgers University

DOI:

https://doi.org/10.14244/198271991322

Resumo

DOI: http://dx.doi.org/10.14244/198271991322

To contribute to understanding how teachers can develop geometrical understanding, we report on the discursive development of teachers’ geometrical reasoning through instrument appropriation while collaborating in an online dynamic geometry environment (DGE). Using the theory of instrument-mediated activity, we analysis the discourse and DGE actions of a group of middle and high school mathematics teachers who participated in a semester-long, professional development course. Working in small teams, they collaborated to solve geometric problems. Our results show that as teachers appropriate DGE artifacts and transform its components into instruments, they develop their geometrical knowledge and reasoning in dynamic geometry. Our study contributes to a broad understanding of how teachers develop mathematical knowledge for teaching.

Keywords: Dynamic geometry, Instrumental genesis, Mathematical knowledge for teaching, Collaboration.

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Publicado

28-05-2015

Como Citar

ALQAHTANI, M. M.; POWELL, A. B. Instrumental Development of Teachers’ Reasoning in Dynamic Geometry. Revista Eletrônica de Educação, [S. l.], v. 9, n. 1, p. 242–250, 2015. DOI: 10.14244/198271991322. Disponível em: https://reveduc.ufscar.br/index.php/reveduc/article/view/1322. Acesso em: 21 nov. 2024.

Edição

v. 9 n. 1 (2015)

Seção

Artigos

Licença

Licença CC-BY-NC
(Atribuição Não Comercial)

Essa licença permite, exceto onde está identificado, que o usuário final remixe, adapte e crie a partir do seu trabalho para fins não comerciais, sob a condição de atribuir o devido crédito e da forma especificada pelo autor ou licenciante.

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##plugins.generic.dates.accepted## 2015-05-28
##plugins.generic.dates.published## 2015-05-28