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Article: Undergraduate students’ meanings for central angle and inscribed angle
| Title | Undergraduate students’ meanings for central angle and inscribed angle |
|---|---|
| Authors | |
| Issue Date | 19-Dec-2020 |
| Publisher | Mathematics Education Student Association, The University of Georgia |
| Citation | The Mathematics Educator, 2020, v. 29, n. 1, p. 53-84 How to Cite? |
| Abstract | Contributing to research on students’ multifaceted meanings for angles (e.g., angles as ray pairs, as regions, and as turns), we report on three undergraduate students’ meanings for central and inscribed angles in circles. Specifically, we characterize how these meanings govern their mathematical activities when engaging in a circle geometry task, including their experienced perturbations and reconciliation of those perturbations. Our conceptual analysis reveals that some meanings are productive for students to conceive of a reflex angle in a circle and the correspondence between a central and an inscribed angle, while other meanings are limited. |
| Persistent Identifier | http://hdl.handle.net/10722/341747 |
| ISSN |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Liang, B | - |
| dc.contributor.author | Castillo-Garsow, C | - |
| dc.date.accessioned | 2024-03-26T05:36:51Z | - |
| dc.date.available | 2024-03-26T05:36:51Z | - |
| dc.date.issued | 2020-12-19 | - |
| dc.identifier.citation | The Mathematics Educator, 2020, v. 29, n. 1, p. 53-84 | - |
| dc.identifier.issn | 1062-9017 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/341747 | - |
| dc.description.abstract | <p>Contributing to research on students’ multifaceted meanings for angles (e.g., angles as ray pairs, as regions, and as turns), we report on three undergraduate students’ meanings for central and inscribed angles in circles. Specifically, we characterize how these meanings govern their mathematical activities when engaging in a circle geometry task, including their experienced perturbations and reconciliation of those perturbations. Our conceptual analysis reveals that some meanings are productive for students to conceive of a reflex angle in a circle and the correspondence between a central and an inscribed angle, while other meanings are limited.<br></p> | - |
| dc.language | eng | - |
| dc.publisher | Mathematics Education Student Association, The University of Georgia | - |
| dc.relation.ispartof | The Mathematics Educator | - |
| dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
| dc.title | Undergraduate students’ meanings for central angle and inscribed angle | - |
| dc.type | Article | - |
| dc.identifier.volume | 29 | - |
| dc.identifier.issue | 1 | - |
| dc.identifier.spage | 53 | - |
| dc.identifier.epage | 84 | - |
| dc.identifier.issnl | 1062-9017 | - |