Search results for author:"Kwaku Adu-Gyamfi"
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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,...
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...
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...
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...