Patterns in the Pythagorean Configuration and Some Extensions: The Power of Interactive Geometry Software

Autor/in	Contreras, José
Titel	Patterns in the Pythagorean Configuration and Some Extensions: The Power of Interactive Geometry Software
Quelle	In: Journal of Mathematics Education at Teachers College, 6 (2015) 1, S.25-36 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Preservice Teachers; Secondary School Teachers; Mathematics Teachers; Geometric Concepts; Technology Uses in Education; Geometry; Educational Technology; Computer Software; Concept Formation; Problem Solving; Visualization; Teaching Methods; Indiana + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementare Geometrie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Geometrie; Unterrichtsmedien; Concept learning; Begriffsbildung; Problemlösen; Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this paper I describe classroom experiences with pre-service secondary mathematics teachers (PSMTs) investigating and extending patterns embedded in the Pythagorean configuration. This geometric figure is a fruitful source of mathematical tasks to help students, including PSMTs, further develop habits of mind such as visualization, experimenting, looking for and noticing patterns, conjecturing, inventing, constructing mathematical arguments, and posing problems. By carrying out these tasks, the PSMTs were also engaged in a plethora of mathematical practices recommended by the Common Core State Standards Initiative (CCSSI). The use of the Geometer's Sketchpad facilitated the accomplishment of most of these activities. As students of mathematics, these PSMTs were engaged in activities to reinforce some of their mathematical habits of mind and experienced learning new mathematical ideas and processes through practices that exemplify typical mathematical thinking. As future teachers, they were engaged in tasks so they can, in turn, design or adapt instructional tasks to develop further their own students' habits of minds and engage them in learning mathematics through the mathematical practices advocated by the CCSSI. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01