Stop Teaching and Let Students Learn Geometry

Michael J. Bosse; Kwaku Adu-Gyamfi

Mathematics Teacher Vol. 105, No. 4 (November 2011) pp. 293–297

For many high school students as well as preservice teachers, geometry can be difficult to learn without experiences that allow them to build their own understanding. The authors' approach to geometry instruction--with its integration of content,...

Problem-Solving Trajectories in a Dynamic Mathematics Environment: The Geometer's Sketchpad

Matthew Jobrack; Michael J. Bossé; Kayla Chandler; Kwaku Adu-Gyamfi

The Indefinite Accumulation of Finite Amounts: A Socratic Educative Experience Vol. 19, No. 1 (2018) pp. 69–89

Student problem solving in the context of a dynamic mathematics environment (DME) has previously been investigated primarily through the lens of whether or not the student could complete a problem-solving task. Herein, we investigate what...

Dynamic Boolean Mathematics

Michael J. Bossé; Kwaku Adu-Gyamfi; Kayla Chandler; Kathleen Lynch-Davis

Computers in the Schools Vol. 33, No. 2 (2016) pp. 89–102

Dynamic mathematical environments allow users to reify mathematical concepts through multiple representations, transform mathematical relations and organically explore mathematical properties, investigate integrated mathematics, and develop...

Teachers' Use of Transnumeration in Solving Statistical Tasks with Dynamic Statistical Software

Hollylynne S. Lee; Gladis Kersaint; Suzanne R. Harper; Shannon O. Driskell; Dusty L. Jones; Keith R. Leatham; Robin L. Angotti; Kwaku Adu-Gyamfi

Statistics Education Research Journal Vol. 13, No. 1 (May 2014) pp. 25–52

This study examined a random stratified sample (n = 62) of teachers' work across eight institutions on three tasks that utilized dynamic statistical software. We considered how teachers may utilize and develop their statistical knowledge and...

Topics: Software