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Pivotal teaching moments in technology-intensive secondary geometry classrooms

Journal of Mathematics Teacher Education volume 20, pages 75–100 (2017)Cite this article

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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Author information

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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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

Keywords

  • Geometry and geometrical and spatial thinking
  • Teacher education inservice/professional development
  • Technology
  • High school education
  • Questioning