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Prospective Teachers' Reasoning While Pair Programming Geometric Patterns

Author
Dinc, Emre
Published
[University Park, Pennsylvania] : Pennsylvania State University, 2024.
Physical Description
1 electronic document
Additional Creators
Kim, ChanMin
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Graduate Program
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Restricted (PSU Only).
Summary
There are challenges and potential underemphasis on algebraic thinking, specifically, recognizing and using relations instead of objects, in preservice teacher education. By conducting a qualitative analysis of video and screen recordings, block code, process entries, and semi-structured post-interviews, this study investigates how and why paired prospective elementary teachers use objects to generate rules while solving geometric pattern problems and programming geometric patterns within a visual programming platform. Employing a multiple case design, I examined how three pairs generalized geometric patterns and programmed geometric patterns, guided by the conceptual framework grounded in constructionism and instrumental sociogenesis. The findings indicated that pairs (a) used visual cues, explored patterns, and generated rules, (b) explored, identified, and expressed relations by using dynamic objects, (c) engaged in and applied recursive reasoning in programming of geometric patterns through their unique selection and arrangement of blocks, and (d) turned Scratch into an instrument for mathematical investigations. Findings are discussed, including their implications for research and practice.
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Dissertation Note
Ph.D. Pennsylvania State University 2024.
Technical Details
The full text of the dissertation is available as an Adobe Acrobat .pdf file ; Adobe Acrobat Reader required to view the file.
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