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This content will become publicly available on November 30, 2025

Title: How do instructors describe students’ mathematical work and opportunity to learn in geometry courses for teachers?
We report partial analysis of a survey of instructors of undergraduate geometry courses for teachers, attending to how they described the nature of the mathematical work they engage students in and the opportunities to learn that students had. Analysis of latent construct correlations showed that engagement of students in inquiry into geometry was significantly associated with opportunity to learn about mathematical definitions and conjecturing and engagement of students in the study of geometry was significantly associated with opportunity to learn about axioms and about history of geometry. Latent variable means comparisons showed group differences in claimed opportunity to learn between instructors whose highest degree was in mathematics and those whose highest degree was in mathematics education.  more » « less
Award ID(s):
1725837
PAR ID:
10561594
Author(s) / Creator(s):
; ;
Corporate Creator(s):
Editor(s):
Kosko, K; Caniglia, J; Courtney, S; Zolfaghari, M; Morris, G
Publisher / Repository:
Kent State University.
Date Published:
ISBN:
978-1-7348057-3-4
Page Range / eLocation ID:
1078-1086
Subject(s) / Keyword(s):
geometry, teacher knowledge, undergraduate instruction, inquiry, opportunity to learn, survey
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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