Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Justin K. Dimmel"'
Publikováno v:
Research in Mathematics Education. 23:188-207
This study analyses an online scenario-based instrument in which secondary mathematics teachers from across the United States were presented with episodes of mathematics instruction and then asked ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::235c19f4d0a34f750a47530857823a78
https://doi.org/10.1080/14794802.2020.1855600
https://doi.org/10.1080/14794802.2020.1855600
Autor:
Camden G Bock, Justin K. Dimmel
Publikováno v:
Digital Experiences in Mathematics Education. 7:193-221
In this study, we report on the design and use of an apparently unbounded spatial diagram to explore shearing, an area-preserving transformation. Apparently unbounded spatial diagrams are realizations of geometric objects, such as lines, that appear
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7567e1b0918f94c90b96e61345c66813
https://doi.org/10.1007/s40751-020-00082-4
https://doi.org/10.1007/s40751-020-00082-4
Publikováno v:
Digital Experiences in Mathematics Education. 7:122-148
In this article, we examine spatial inscriptions marked in real or rendered spaces, rather than on two-dimensional surfaces, conceptualize spatial inscriptions from an inclusive materialist perspective and consider realizations of spatial inscription
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee0a09fbd75c7ecc56791581c30f8776
https://doi.org/10.1007/s40751-020-00078-0
https://doi.org/10.1007/s40751-020-00078-0
Autor:
Justin K. Dimmel, Patricio Herbst
Publikováno v:
Educational Studies in Mathematics. 105:71-89
We investigated how US secondary mathematics teachers expect students to present geometric proofs at the board. We analyzed video records of geometry classrooms and found students to be engaged in a practice that we call proof transcription—i.e., m
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::27e39788f0bdbf6c123068c7f96d09e8
https://doi.org/10.1007/s10649-020-09975-y
https://doi.org/10.1007/s10649-020-09975-y
Publikováno v:
Borders in Mathematics Pre-Service Teacher Education ISBN: 9783030442910
As social media has grown, participation in virtual communities focused on the teaching and learning of mathematics has become a norm within the field of mathematics education. Little work has been done within the field to understand the evolving lan
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4743469a9057ddb1369767634d7a3dc6
https://doi.org/10.1007/978-3-030-44292-7_10
https://doi.org/10.1007/978-3-030-44292-7_10
Autor:
Eric A. Pandiscio, Justin K. Dimmel
Publikováno v:
Borders in Mathematics Pre-Service Teacher Education ISBN: 9783030442910
We consider how dynamic diagrams can be used to model multiplication and division. This chapter begins with a review of how multiplication is conceptualized in elementary mathematics education. We consider the affordances of familiar representations
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4e67bbed33af69d5599568437aee8431
https://doi.org/10.1007/978-3-030-44292-7_2
https://doi.org/10.1007/978-3-030-44292-7_2
Autor:
Patricio Herbst, Justin K. Dimmel
Publikováno v:
Journal for Research in Mathematics Education. 49:261-291
We investigated how secondary mathematics teachers check student geometry proofs. From video records of geometry teachers checking proofs, we conjectured that teachers have different expectations for details that follow from written statements than f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::82839c95a25356f0e698a505b3576c89
https://doi.org/10.5951/jresematheduc.49.3.0261
https://doi.org/10.5951/jresematheduc.49.3.0261
Autor:
Justin K. Dimmel, Patricio Herbst
Publikováno v:
Teaching and Teacher Education. 68:151-160
We investigated secondary mathematics teachers' attitudes toward alternative ways of managing instruction on geometric proofs. Participants assigned to different experimental conditions viewed storyboard episodes of instruction. Some episodes showed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5704ad26c320238b6e7aea24c1bdaaa6
https://doi.org/10.1016/j.tate.2017.08.018
https://doi.org/10.1016/j.tate.2017.08.018
Autor:
Justin K. Dimmel, Camden G Bock
Publikováno v:
Technology in Mathematics Teaching ISBN: 9783030197407
We report on the design and development of HandWaver, a mathematical making environment for use with immersive, room-scale virtual reality. A beta version of HandWaver was developed at the IMRE Lab at the University of Maine and released in the sprin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0427bc43ee828d3ef10d614330a8e3ca
https://doi.org/10.1007/978-3-030-19741-4_5
https://doi.org/10.1007/978-3-030-19741-4_5
Autor:
Justin K. Dimmel, Eric A. Pandiscio
Publikováno v:
The Journal of Mathematical Behavior. 58:100760
We investigated preservice elementary teachers’ diagrammatic encounters with division by zero. Pairs of preservice teachers explored a transformable diagram where the locations of points on the x and y axes could be continuously varied. Quotients w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6b9912a69c8db9f52ea6004383c07d24
https://doi.org/10.1016/j.jmathb.2020.100760
https://doi.org/10.1016/j.jmathb.2020.100760