Teachers' Conceptualization of and Reasoning About Draggable Objects in a Dynamic Geometry Environment

• In Event: AERA Poster Session 4
  In Poster Session: Mathematics Education Research Poster Session 1

Abstract

Conceptualization and reasoning are critical aspects of mathematical thinking and yet there has been little written about the ways in which teachers conceptualize and reason about draggable objects in a dynamic geometry environment. In this paper we investigated such conceptualization and reasoning from two perspectives: continuous variation and a set of examples. We found that conceptualization and reasoning were mostly associated with generating examples. This finding raises concerns about conceptualization of and reasoning about draggable objects as being mainly associated with one perspective that is more static in nature than dynamic. We also found that continuous variation was mainly characterized by descriptions of an object: having invariant properties under continuous movement; having different instantiations/formations; and containing strong links to generalization.

Authors

• Gal Gili Nagar, Yeshiva University High Schools

• Chandra H. Orrill, University of Massachusetts - Dartmouth

• Stephen J. Hegedus, Southern Connecticut State University