How Do Geometry Courses for Teachers Support Learning to Teach? Results From an Instructor Survey

• In Event: Geometry, Spatial Reasoning, and Teaching "Big Ideas"

Abstract

This study analyzes 118 geometry instructors’ responses to a survey in which they were asked about the ways in which their courses engaged preservice teachers with geometry content. Items sought to indicate whether students had the opportunity to study geometry, inquire on geometry, engage in tasks of teaching in the context of geometry, and use dynamic geometry software. A structural equation model results indicate statistically significant relationships between inquiry and engagement in tasks of teaching, which were mediated by the use of dynamic geometry software.

Authors

• Patricio G. Herbst, University of Michigan

• Soobin Jeon, University of Michigan

• Amanda Marie Milewski, University of Michigan