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Creators/Authors contains: "Ko, I"

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  1. ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, S; Katz, B; Moore_Russo, D (Ed.)
    We report preliminary results of selected questions from a national survey of instructors of geometry courses for secondary teachers about the nature of instructor-student interactions. Survey responses (n= 118) are used to indicate six latent constructs describing aspects of instructor-student interaction that in turn quantify hypothesized characteristics of two didactical contracts, which we call inquiry in geometry and study of geometry. We found that instructors whose highest degree is in mathematics education are less likely to rely on a study of geometry contract than instructors whose highest degree is in mathematics. Also, instructors who have previously taught high school geometry are less likely to lecture. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; (, University of Nevada, Reno.)
    Lamberg, T; Moss, D (Ed.)
    We report on an effort to vet a list of 10 student learning objectives (SLOs) for geometry courses taken by prospective geometry teachers. Members of a faculty online learning community, including mathematicians and mathematics educators who teach college geometry courses taken by prospective secondary teachers developed this list in an effort to reach a consensus that might satisfy various stakeholders. To provide feedback on the final list of 10 SLOs, we constructed and collected responses to a survey in which 121 college geometry instructors ranked a set of potential SLOs, including the 10 proposed SLOs as well as 11 distractors. The 10 SLOs were, for the most part, among the highest ranked by the sample. 
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    Accepted Manuscript Full Text Available
  3. ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Karunakaran, S; Higgins, A (Ed.)
    In this poster presentation, we share what our research team has learned by collecting responses from Geometry for Teachers (GeT) students who have taken a mathematical knowledge for teaching geometry (MKT-G) assessment before and after taking the GeT course. 
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    Accepted Manuscript Full Text Available