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ERIC Number: ED584494
Record Type: Non-Journal
Publication Date: 2013-Nov
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
How Are Geometric Proof Problems Presented? Conceptualizing and Measuring Teachers' Recognition of the Diagrammatic Register
Herbst, Patricio; Kosko, Karl W.; Dimmel, Justin K.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013)
We describe the development of measures of teachers' recognition of an instructional norm--that proof problems in high school geometry are presented in a diagrammatic register. A first instrument required participants to openly respond to depictions of classroom scenarios in which the norm was breached. A second instrument was a survey that required participants to rate the extent to which they agreed with various explicit statements about instruction. A third instrument capitalized on pros of the other two. We demonstrate how this instrument development process improved our conceptualization of the components included in the diagrammatic register norm. [For the complete proceedings, see ED584443.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0918425