Identifying Similar Polygons: Comparing Prospective Teachers’ Routines with a Mathematician’s

Sasha Wang

Identifying Similar Polygons: Comparing Prospective Teachers’ Routines with a Mathematician’s

Mathematics Department

Research output: Contribution to journal › Article › peer-review

Abstract

This paper reports two prospective teachers' and a mathematician's ways of identifying similar triangle and hexagons through the analysis of routines, a characteristic of geometric discourse. The findings show that visual recognition was a common approach for the mathematician as wells as the two prospective teachers. However, when asked for justification, their routines of identifying similar polygons diverged. The paper also discusses the implication of classroom discourse practices to enhance prospective teachers' communication and reasoning skills while learning geometric concepts such as similarity.

Original language	American English
Journal	PMENA-37: Proceedings Thirty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
State	Published - 1 Jan 2015

Keywords

classroom discourse
geometry
teacher knowledge

EGS Disciplines

Mathematics

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Identifying Similar Polygons Comparing Prospective Teachers RouFinal published version, 473 KBLicense: Unspecified

Cite this

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Identifying Similar Polygons: Comparing Prospective Teachers’ Routines with a Mathematician’s

Abstract

Keywords

EGS Disciplines

Access to Document

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