Making Sense of Qualitative Geometry: The Case of Amanda
Document Type
Article
Publication Date
12-1-2014
Journal / Book Title
The Journal of Mathematical Behavior
Abstract
This article presents a case study of a seven-year-old girl named Amanda who participated in an eighteen-week teaching experiment I conducted in order to model the development of her intuitive and informal topological ideas. I designed a new dynamic geometry environment that I used in each of the episodes of the teaching experiment to elicit these conceptions and further support their development. As the study progressed, I found that Amanda developed significant and authentic forms of geometric reasoning. It is these newly identified forms of reasoning, which I refer to as "qualitative geometry," that have implications for the teaching and learning of geometry and for research into students' mathematical reasoning.
DOI
10.1016/j.jmathb.2014.08.004
MSU Digital Commons Citation
Greenstein, Steven, "Making Sense of Qualitative Geometry: The Case of Amanda" (2014). Department of Mathematics Facuty Scholarship and Creative Works. 102.
https://digitalcommons.montclair.edu/mathsci-facpubs/102
Published Citation
Greenstein, S. (2014). Making sense of qualitative geometry: The case of Amanda. The Journal of Mathematical Behavior, 36, 73-94.