Fostering Growth in Teacher Content Knowledge Through the Construction of Sketches for Students
Michael Todd Edwards — Miami University
Abstract
In this paper, the author investigates connections between teacher content knowledge and the construction of sketches through an examination of teacher-constructed applets. Specifically, the author analyzes the mathematics that teachers needed to know to design sketches in GeoGebra to support student understanding of a proportional reasoning problem aligned to 6th grade Common Core math standards.
Keywords: pedagogical content knowledge, teacher knowledge, problem solving, proportional thinking, modeling
Licensed under CC BY-NC-SA 4.0 · ISSN 2162-3856 · North American GeoGebra Journal