How Theory-Building Research on Instruction can Support Instructional Improvement: Toward a Modeling Perspective in Secondary Geometry

Abstract

How can basic research on mathematics instruction contribute to instructional improvement? In our research on the practical rationality of geometry teaching we describe existing instruction and examine how existing instruction responds to perturbations. In this talk, I consider the proposal that geometry instruction could be improved by infusing it with activities where students use representations of figures to model their experiences with shape and space and I show how our basic research on high school geometry instruction informs the implementing and monitoring of such modeling perspective. I argue that for mathematics education research on instruction to contribute to improvements that teachers can use in their daily work our theories of teaching need to be mathematics-specific.