Skip to main content

ASU Global menu

Skip to Content Report an accessibility problem ASU Home My ASU Colleges and Schools Sign In
Arizona State University Arizona State University
ASU Library KEEP

Main navigation

Home Browse Collections Share Your Work
Copyright Describe Your Materials File Formats Open Access Repository Practices Share Your Materials Terms of Deposit API Documentation
Skip to Content Report an accessibility problem ASU Home My ASU Colleges and Schools Sign In
  1. KEEP
  2. Theses and Dissertations
  3. Barrett, The Honors College Thesis/Creative Project Collection
  4. College Students’ and Inservice Teachers’ Evoked Concept Images and Ways of Understanding Congruence
  5. Full metadata

College Students’ and Inservice Teachers’ Evoked Concept Images and Ways of Understanding Congruence

Full metadata

Description

Eleven years after being put into practice, the Common Core State Standards for Mathematics still take a back seat as traditional approaches drive many secondary geometry classrooms, specifically in regard to congruence. This thesis explores how university students reason about congruence based on their high school learning experience, as well as how in-service geometry teachers reason about and teach congruence. During the Summer of 2020, two distinct surveys were distributed to 33 undergraduate students at Arizona State University and two in-service geometry teachers in Arizona to characterize the ways they understand congruence and reflect on their experiences in secondary geometry classrooms. The results of the survey indicate that students who understood congruence either in terms of corresponding measurements or transformations were successful in identifying congruent shapes, while only students who understood congruence in terms of transformations were successful in constructing congruent shapes. Transformational reasoning was both the most productive and the least prominent way of understanding congruence among students. Their responses to activities and reflections on their experiences also suggested that deductive reasoning is not practiced or prioritized in many secondary geometry classrooms. Teacher understandings of congruence varied, and reflections suggested that development of materials and training that are aligned with the goals of CCSSM for both pre-service and in-service teachers would help teachers create an environment conducive to a transformational understanding of congruence and that promotes deductive reasoning.

Date Created
2020-12
Contributors
  • Geotas, Anastasia Melina (Author)
  • Roh, Kyeong Hah (Thesis director)
  • O'Bryan, Alan (Committee member)
  • School of International Letters and Cultures (Contributor)
  • The Design School (Contributor)
  • Division of Teacher Preparation (Contributor)
  • Barrett, The Honors College (Contributor)
Topical Subject
  • congruence
  • Mathematics
  • Education
  • common core
  • transformations
Resource Type
Text
Extent
93 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
Barrett, The Honors College Thesis/Creative Project Collection
Series
Academic Year 2020-2021
Handle
https://hdl.handle.net/2286/R.I.62349
Level of coding
minimal
Cataloging Standards
asu1
System Created
  • 2020-10-30 12:00:11
System Modified
  • 2021-08-11 04:09:57
  •     
  • 1 year 5 months ago
Additional Formats
  • OAI Dublin Core
  • MODS XML

Quick actions

About this item

Overview
 Copy permalink

Share this content

Feedback

ASU University Technology Office Arizona State University.
KEEP

Contact Us

Repository Services
Home KEEP PRISM ASU Research Data Repository
Resources
Terms of Deposit Sharing Materials: ASU Digital Repository Guide Open Access at ASU

The ASU Library acknowledges the twenty-three Native Nations that have inhabited this land for centuries. Arizona State University's four campuses are located in the Salt River Valley on ancestral territories of Indigenous peoples, including the Akimel O’odham (Pima) and Pee Posh (Maricopa) Indian Communities, whose care and keeping of these lands allows us to be here today. ASU Library acknowledges the sovereignty of these nations and seeks to foster an environment of success and possibility for Native American students and patrons. We are advocates for the incorporation of Indigenous knowledge systems and research methodologies within contemporary library practice. ASU Library welcomes members of the Akimel O’odham and Pee Posh, and all Native nations to the Library.

Number one in the U.S. for innovation. ASU ahead of MIT and Stanford. - U.S. News and World Report, 8 years, 2016-2023
Maps and Locations Jobs Directory Contact ASU My ASU
Copyright and Trademark Accessibility Privacy Terms of Use Emergency COVID-19 Information