Abstract

This study examined the scaffolds that three high school mathematics teachers provided to their geometry students as they used technology to explore geometric ideas. Teachers often used structured activities using a dynamic geometry program and provided significant emotive feedback while students worked through the tasks. This provided opportunities for students to look, touch, verbalize and build geometrical representations individually and as a group.

Citation

Dove, A. & Hollenbrands, K. (2014). Teachers' Scaffolding of Students' Learning of Geometry While Using a Dynamic Geometry Program. International Journal of Mathematical Education in Science and Technology, 45(5), 668-681. Retrieved August 13, 2024 from https://www.learntechlib.org/p/157446/.

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• case studies
• Coding
• Computer Software
• educational technology
• Feedback (Response)
• Geometric Concepts
• geometry
• High School Students
• Mathematics Instruction
• Mathematics Teachers
• Observation
• Scaffolding (Teaching Technique)
• Secondary School Mathematics
• Secondary School Teachers
• Semi Structured Interviews
• Technology Uses in Education
• Video Technology