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Teacher noticing for productive geometrical reasoning

Teacher noticing for productive geometrical reasoning
Teacher noticing for productive geometrical reasoning
This paper focuses on the aspects of ‘noticing expertise’ can be identified in the geometry lessons taught by an expert teacher of school mathematics at grades 7 and 8. From an analysis of ten successful lessons we identified the following components of ‘noticing expertise’ relating to productive geometrical reasoning: a) selecting different types of solutions, including incorrect constructions; b) interacting with students who were reasoning using visual images or measurements rather than deduction; and c) interacting with students to encourage them to identify geometric properties that could be used to deduce a solution.
teacher noticing, geometrical reasoning, education, PME, IGPME
0771100
160
IGPME
Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
Csíkos, Csaba
Rausch, Attila
Szitányi, Judit
Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
Csíkos, Csaba
Rausch, Attila
Szitányi, Judit

Fujita, Taro, Jones, Keith and Kunimune, Susumu (2016) Teacher noticing for productive geometrical reasoning. Csíkos, Csaba, Rausch, Attila and Szitányi, Judit (eds.) In Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (PME40). vol. 1, IGPME. p. 160 .

Record type: Conference or Workshop Item (Paper)

Abstract

This paper focuses on the aspects of ‘noticing expertise’ can be identified in the geometry lessons taught by an expert teacher of school mathematics at grades 7 and 8. From an analysis of ten successful lessons we identified the following components of ‘noticing expertise’ relating to productive geometrical reasoning: a) selecting different types of solutions, including incorrect constructions; b) interacting with students who were reasoning using visual images or measurements rather than deduction; and c) interacting with students to encourage them to identify geometric properties that could be used to deduce a solution.

Text
Fujita-etc_noticing_productive_reasoning_PME40_2016 - Accepted Manuscript
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More information

Accepted/In Press date: 13 April 2016
Published date: 3 August 2016
Venue - Dates: 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary, 2016-08-03 - 2016-08-07
Keywords: teacher noticing, geometrical reasoning, education, PME, IGPME

Identifiers

Local EPrints ID: 415517
URI: https://eprints.soton.ac.uk/id/eprint/415517
ISSN: 0771100
PURE UUID: 5f1743f9-8f63-4828-b5ae-ca8b913886a3
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 14 Nov 2017 17:30
Last modified: 14 Mar 2019 01:53

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