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dc.contributor.authorGlassmeyer, Daviden_US
dc.contributor.authorBrakoniecki, Aaronen_US
dc.contributor.authorAmador, Julie M.en_US
dc.date.accessioned2018-12-12T16:48:48Z
dc.date.available2018-12-12T16:48:48Z
dc.date.issued2018
dc.identifierhttps://doi.org/10.1080/0020739X.2018.1527405
dc.identifier.citationDavid Glassmeyer, Aaron Brakoniecki & Julie M. Amador (2018) Promoting uncertainty to support preservice teachers’ reasoning about the tangent relationship, International Journal of Mathematical Education in Science and Technology, https://doi.org/10.1080/0020739X.2018.1527405
dc.identifier.urihttps://hdl.handle.net/2144/32920
dc.description.abstractIncluding opportunities for students to experience uncertainty in solving mathematical tasks can prompt learners to resolve the uncertainty, leading to mathematical understanding. In this article, we examine how preservice secondary mathematics teachers’ thinking about a trigonometric relationship was impacted by a series of tasks that prompted uncertainty. Using dynamic geometry software, we asked preservice teachers to compare angle measures of lines on a coordinate grid to their slope values, beginning by investigating lines whose angle measures were in a near-linear relationship to their slopes. After encountering and resolving the uncertainty of the exact relationship between the values, preservice teachers connected what they learned to the tangent relationship and demonstrated new ways of thinking that entail quantitative and covariational reasoning about this trigonometric relationship. We argue that strategically using uncertainty can be an effective way of promoting preservice teachers’ reasoning about the tangent relationship.en_US
dc.format.extent1 - 30en_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofInternational Journal of Mathematical Education in Science and Technology
dc.subjectCurriculum and pedagogyen_US
dc.subjectEducationen_US
dc.subjectQuantitative reasoningen_US
dc.subjectTrigonometryen_US
dc.titlePromoting uncertainty to support preservice teachers’ reasoning about the tangent relationshipen_US
dc.typeArticleen_US
dc.description.versionAccepted manuscripten_US
dc.identifier.doi10.1080/0020739X.2018.1527405
pubs.elements-sourcemanual-entryen_US
pubs.notesEmbargo: Not knownen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, Wheelock College of Education & Human Developmenten_US
dc.identifier.orcid0000-0001-6678-5988 (Brakoniecki, Aaron)


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