PME-NA

How Secondary Teachers Choose among Multiple Versions of a Dynamic Geometry Task with Different Scaffolding

• In Event: Dynamic Geometry and Task

Description

Much of the previous research on Dynamic Geometry (DG) has been highly mediated by researchers. Research has rarely examined how teachers implement DG tasks on their own accord. Thus, in this study, we investigated how teachers at different career points chose among four versions of a DG task with different degrees of scaffolding. Results showed that two-thirds of beginning Preservice Teachers (PSTs) chose the highly scaffolded task. Two-thirds of PSTs enrolled in a Methods Course chose between two versions with more opportunities for student exploration and discovery. About half of Early-Career Teachers chose the highly scaffolded task. Considering these results, we discuss implications for Mathematics Teacher Educators’ work with preservice and in-service teachers.

Authors

• Wayne Nirode, Miami University

• Brian Boyd, Wright State University