NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036543
Record Type: Journal
Publication Date: 2014
Pages: 27
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1941-5257
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: NSF#0732757