PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
A Hypothetical Learning Trajectory (HLT) for Preservice Secondary Teachers’ Construction of Congruence Proofs
Page: 1715
With the advent of the Common Core State Standards, there has been renewed interest in teaching geometry from a transformation perspective; however, most geometry teachers are unfamiliar with this approach as they learned geometry from a perspective based on Euclid’s Elements. Consequently, there is little knowledge of how teachers who come from this traditional perspective learn geometry from a transformation approach. One major difference that teachers must reconcile is in the construction of congruence and similarity proofs. As such, there is a need to understand how teachers learn these proofs from a transformation perspective. We propose to present a poster reporting a hypothetical learning trajectory (HLT) for preservice teachers’ construction of such congruence proofs, based on the coursework of 15 preservice secondary teachers and cognitive interview responses to geometry tasks.