Tuesday, April 8, 2014: 8:50 AM
Room 206 ( Ernest N. Morial Convention Center)
The study examines geometry teachers’ reactions to an animated vignette where a class solves a problem about isosceles right triangles. Participants discussed students’ difficulties remembering procedures with radicals and identified a teaching problem: letting students use approximations could compromise students’ identification of numerical patterns. Participants proposed ways to support students.