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Download full textYao, Xiangquan; Manouchehri, Azita – Education Sciences, 2020
The relationship between teacher interventions and students' mathematical thinking has been the subject of inquiry for quite some time. Using the Pirie-Kieren theory for dynamic growth in mathematical understanding, this study documents teacher interventions that support students' growth toward developing a general understanding of a mathematical…
Descriptors: Intervention, Mathematics Instruction, Mathematics Achievement, Middle School Mathematics
Seah, Rebecca; Horne, Marj; Berenger, Adrian – Mathematics Education Research Group of Australasia, 2016
This study surveyed and analysed four secondary school students' writing about a square. Sfard's discursive approach to understanding mathematical discourse was used to analyse the responses collected from 214 Australian secondary school students. The results showed that geometric knowledge was developed experientially and not developmentally.…
Descriptors: High School Students, Knowledge Level, Mathematics Achievement, Geometric Concepts
Sanchez, Ernesto; Sacristan, Ana Isabel – International Group for the Psychology of Mathematics Education, 2003
We present results from a study which investigated the influence of dynamic geometry-based activities in the development of proving skills (in geometry) in high-school students (15-16 years of age). After a 12-week course on Cabri and the writing of conjectures and proofs, students were asked to write and prove conjectures based on their…
Descriptors: Geometric Concepts, Geometry, Computer Assisted Instruction, Mathematical Logic
