Framework for analysing secondary mathematics teachers’ development of geometric reasoning

• Shikha Takker ; Iresha Gayani Ratnayake ; Craig Pournara ^[1] ; Jill Adler
  1. [1] University of the Witwatersrand

     University of the Witwatersrand

     City of Johannesburg, Sudáfrica

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 4, 2022 (Research Reports (Si – Z) · Oral Communications, Poster Presentations), ISBN 978-84-1302-178-2, págs. 83-90
• Idioma: inglés
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• Resumen

  • Developing geometric reasoning is an important aim of school mathematics. Some influential theoretical frameworks have been used to map progress in geometric reasoning among learners and teachers internationally. We propose an alternate analytical framework, suitable for the context of our work, to analyse secondary mathematics teachers’ development of geometric reasoning as they participate in content-focused professional development. We show how the emerging framework uses conceptual categories drawn from the existing literature on geometric reasoning and empirical levels mapped to analyse teachers’ developing reasoning. We conclude by anticipating ways in which the framework can be used and extended.