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Understanding Instructional Capacity for High School Geometry as a Systemic Problem through Stakeholder Interviews

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Title: Understanding Instructional Capacity for High School Geometry as a Systemic Problem through Stakeholder Interviews
Language: English
Authors: Margolis, Claudine, Ion, Michael, Herbst, Patricio, Milewski, Amanda, Shultz, Mollee
Source: North American Chapter of the International Group for the Psychology of Mathematics Education. 2021 (pter).
Availability: North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 1725837
Document Type: Speeches/Meeting Papers
Reports - Research
Education Level: Secondary Education
Higher Education
Postsecondary Education
Descriptors: Secondary School Mathematics, Geometry, Educational Improvement, Mathematics Instruction, Stakeholders, Barriers, Attitudes, Preservice Teacher Education, Capacity Building
Abstract: This paper reports an ongoing effort to address the problem of instructional capacity for high school geometry from a systems improvement perspective. In an effort to understand the system that contains the high school geometry instructional capacity problem, we identified key stakeholders and conducted preliminary interviews to learn about the problem from their perspective. We use these interview data to describe the system in more detail and to identify six major factors contributing to the high school geometry instructional capacity problem. [For the complete proceedings, see ED629884.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED629936
Database: ERIC
FullText Text:
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  Data: This paper reports an ongoing effort to address the problem of instructional capacity for high school geometry from a systems improvement perspective. In an effort to understand the system that contains the high school geometry instructional capacity problem, we identified key stakeholders and conducted preliminary interviews to learn about the problem from their perspective. We use these interview data to describe the system in more detail and to identify six major factors contributing to the high school geometry instructional capacity problem. [For the complete proceedings, see ED629884.]
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      – SubjectFull: Geometry
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      – SubjectFull: Educational Improvement
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      – SubjectFull: Attitudes
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      – SubjectFull: Capacity Building
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      – TitleFull: Understanding Instructional Capacity for High School Geometry as a Systemic Problem through Stakeholder Interviews
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