An open-ended problem about a circle illustrates how problem-based instruction can enable students to develop reasoning and sense-making skills.

Contributor Notes

Gloriana GonzÁlez, ggonzlz@illinois.edu, is an assistant professor of mathematics education in the Department of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. Her research interests include problem-based instruction and the teaching and learning of geometry.

Anna F. Dejarnette, fricano1@illinois.edu, is a doctoral student in the College of Education at the University of Illinois at Urbana-Champaign. She is interested in how students make sense of mathematical ideas.

(Corresponding author is GonzÁlez ggonzlz@illinois.edu)
(Corresponding author is Dejarnette fricano1@illinois.edu)
The Mathematics Teacher
Cover The Mathematics Teacher
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2013
Page Count:
6
Article Category:
Research Article
Print Publication Date:
01 Apr 2013
Online Publication Date:
Apr 2013
All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 0 0 0
PDF Downloads 0 0 0
EPUB Downloads 0 0 0