Describing Students’ Geometric Thinking While Using Technology: Development of a Framework to Support Teachers’ Noticing

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Instructional Practices in Mathematics (Table 2)

Abstract

The purpose of this conceptual paper is to present a framework to describe students’ geometric thinking while using technology. The four geometric thinking categories we identified based on the similarities across existing theories and frameworks include: developing and applying definitions, engaging in exploration, examining invariances, and generating explanations, justifications, and proofs. Within each of these categories, the utilization of technology is illustrated. This framework could be useful in supporting teachers in noticing and describing students’ geometric thinking while using technology.

Authors

• Michael Bertrand Hoyes, North Carolina State University

• Ruby Ellis, North Carolina State University

• Gemma Foust Mojica, North Carolina State University

• Karen Hollebrands, North Carolina State University

• Kayla Chandler, East Carolina University