Instructional Identities of Geometry Students
dc.contributor.author | Aaron, Wendy Rose | |
dc.contributor.author | Herbst, Patricio | |
dc.date.accessioned | 2010-09-25T16:29:21Z | |
dc.date.available | 2010-09-25T16:29:21Z | |
dc.date.issued | 2010-09-20 | |
dc.identifier.uri | https://hdl.handle.net/2027.42/78016 | |
dc.description.abstract | In this paper we inspect the hypothesis that geometry students may be oriented toward how the teacher will evaluate them as students or otherwise oriented to how their work will give them opportunities to do mathematics. The results reported here are based on a mixed-methods analysis of twenty-two interviews with high school geometry students. In these interviews students respond to three different tasks that presented students with an opportunity to do a proof. Students’ responses are coded according to a scheme based on the hypothesis above. Interviews are also coded using a quantitative linguistic ratio that gauges how prominent the teacher was in the students’ opinions about the viability of these proof tasks. These scores were used in a cluster analysis that yielded three student profiles that we characterize using composite profiles. These profiles highlight the different ways that students can experience proof in the geometry classroom. | en_US |
dc.description.sponsorship | The research reported in this study was done with the support of a National Science Foundation CAREER grant, REC 0133619 to the second author. All opinions are those of the authors and do not necessarily represent the views of the Foundation. | en_US |
dc.format.extent | 829372 bytes | |
dc.format.mimetype | application/pdf | |
dc.language.iso | en_US | en_US |
dc.subject | Identity | en_US |
dc.subject | Students | en_US |
dc.subject | Geometry | en_US |
dc.subject | Proof | en_US |
dc.subject | High School | en_US |
dc.subject | Symbolic Economy | en_US |
dc.title | Instructional Identities of Geometry Students | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Education | |
dc.subject.hlbtoplevel | Social Sciences | |
dc.contributor.affiliationum | Education, School of | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/78016/1/Instructional_Identities-share.pdf | |
dc.owningcollname | Education, School of |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.