Geometry Teachers' Perspectives About Teaching Through Art-Based Problems

• In Event: Teachers Using Problem-Based and Project-Based Learning: Scaffolding, Technology, Curriculum

Abstract

Geometry has been traditionally taught in the U.S. so that students can use their intuition, prepare for the workforce, reason like mathematicians, or learn to do proofs. The study investigates teachers’ perspectives about using problems situated in visual arts contexts to fulfill those justifications. In three focus groups, nine geometry teachers discussed sample lessons. The research questions are: How do geometry teachers’ arguments relate to the four justifications? How do adaptations to the lessons align with the justifications? Using the Toulmin model for arguments, we found 75 arguments. Most of the arguments supported discovery-learning, appreciation for real-world objects, and connections with students’ backgrounds. The teachers valued problems for developing mathematical reasoning but worried about the explicitness of the math content.

Authors

• Gloriana Gonzalez, University of Illinois at Urbana-Champaign
  Presenting Author

• Gayoung Kim
  Presenting Author

• Christine Rinkenberger, Urbana School District 116
  Non-Presenting Author