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ERIC Number: EJ1258704
Record Type: Journal
Publication Date: 2020
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2227-7102
EISSN: N/A
Teacher Interventions for Advancing Students' Mathematical Understanding
Yao, Xiangquan; Manouchehri, Azita
Education Sciences, v10 Article 164 2020
The relationship between teacher interventions and students' mathematical thinking has been the subject of inquiry for quite some time. Using the Pirie-Kieren theory for dynamic growth in mathematical understanding, this study documents teacher interventions that support students' growth toward developing a general understanding of a mathematical idea in a designed learning environment. By studying the interactions of seven middle school students and the teacher-researcher working on a two-week unit on geometric transformations within a dynamic geometry environment, this study identified nine major categories of teacher interventions that support and extend students' investigations of mathematical ideas around geometric transformations. The typology of teacher interventions reported in this study provides a cognition-based framework for teacher moves that extend and advance students' mathematical understanding.
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A