ERIC Number: EJ1036543
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 52
Impacting Teachers' Understanding of Geometric Similarity: Results from Field Testing of the Learning and Teaching Geometry Professional Development Materials
Seago, Nanette M.; Jacobs, Jennifer K.; Heck, Daniel J.; Nelson, Courtney L.; Malzahn, Kristen A.
Professional Development in Education, v40 n4 p627-653 2014
The main goal of the Learning and Teaching Geometry project is to build professional development materials that provide opportunities for teachers to learn about mathematical similarity through the use of videocases, in which specific and increasingly complex mathematical ideas are presented within the dynamics of classroom practice. The central component of the Learning and Teaching Geometry materials is the Foundation Module, which is intended to provide teachers with a thorough grounding in key mathematical and pedagogical issues related to similarity. Field test data indicate that the Foundation Module can promote gains in both teachers' and students' knowledge of similarity. By highlighting the design elements behind this successful professional development effort and documenting the urgent need for further supports in this content domain, the paper has important implications for mathematics educators.
Descriptors: Faculty Development, Geometry, Mathematics Instruction, Transformations (Mathematics), Pedagogical Content Knowledge, State Standards, Academic Standards, Instructional Materials, Facilitators (Individuals), Measures (Individuals), Reliability, Multiple Choice Tests, Geometric Concepts, Scoring, Knowledge Level, Video Technology, Mathematics Teachers, Secondary School Teachers, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: NSF#0732757