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The Role of Invariant Features of Change in Teachers’ Reasoning in a Dynamic Geometry Environment
Tue, October 28, 4:30 to 5:30pm, Penn Stater Conference Center, Floor: Main Level, Deans HallDescription
In this study, I examined the role of invariant features of change in teachers’ geometric reasoning in a dynamic geometry environment. Using the Discernment of Invariance theory, I analyzed the connections between the invariant features of change that teachers made, how these features of change were utilized in their reasoning, and the key elements involved in using these features. My analysis shows that invariant features of change can support pattern recognition, aid in unpacking and generalizing mathematical theorems, and help justify and explain them. I also found that a key element in using invariant features of change is a transition that may act as a pivotal cognitive progression in moving from observation to abstract generalization. Implications for future research, professional development and teacher education are discussed.