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Pivotal teaching moments in technology-intensive secondary geometry classrooms

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Abstract

This study investigates three teachers’ uses of a dynamic geometry program (The Geometer’s Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers’ actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher–tool relationships, predominant teacher actions, and questioning.

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Authors and Affiliations

  1. East Carolina University, Greenville, NC, USA

    Charity Cayton

  2. North Carolina State University, Raleigh, NC, USA

    Karen Hollebrands & Samet Okumuş

  3. Nansha College Preparatory Academy, Nansha, China

    Ethan Boehm

Authors
  1. Charity Cayton
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  2. Karen Hollebrands
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  3. Samet Okumuş
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  4. Ethan Boehm
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Corresponding author

Correspondence to Charity Cayton.

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Cayton, C., Hollebrands, K., Okumuş, S. et al. Pivotal teaching moments in technology-intensive secondary geometry classrooms. J Math Teacher Educ 20, 75–100 (2017). https://doi.org/10.1007/s10857-015-9314-y

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  • DOI: https://doi.org/10.1007/s10857-015-9314-y

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