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Instructional Identities of Geometry Students

dc.contributor.authorAaron, Wendy Rose
dc.contributor.authorHerbst, Patricio
dc.description.abstractIn 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.sponsorshipThe 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.extent829372 bytes
dc.subjectHigh Schoolen_US
dc.subjectSymbolic Economyen_US
dc.titleInstructional Identities of Geometry Studentsen_US
dc.subject.hlbtoplevelSocial Sciences
dc.contributor.affiliationumEducation, School ofen_US
dc.contributor.affiliationumcampusAnn Arboren_US
dc.owningcollnameEducation, School of

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