Staircases, Towers, and Castles

Author:
Melike Kara
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Cheryl L. Eames
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Amanda L. Miller
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Annie Chieu
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Volume/Issue:
Volume 108: Issue 9
Page(s):
663–670
DOI:
https://doi.org/10.5951/mathteacher.108.9.0663
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Geometric patterns are generalized recursively and explicitly to relate multiple representations modeled by quadratic expressions.

Contributor Notes

MELIKE KARA, mk4854@nyu.edu, a former mathematics teacher, works as a postdoctoral research associate at New York University. She conducts research on developing learning trajectories for measurement, rational numbers, and geometry.

CHERYL L. EAMES, ceames@siue.edu, is an assistant professor of mathematics education at Southern Illinois University Edwardsville. Her research is centered on using learning trajectories to study children's conceptions of length, area, and volume measurement.

AMANDA L. MILLER, almille@ilstu.edu, a former middle school mathematics teacher, teaches mathematics content and methods courses at Illinois State University in Normal. She is interested in students' development of geometric measurement concepts.

ANNIE CHIEU, annie.chieu@gmail.com, is a high school mathematics teacher in Sachse, Texas. She is interested in using computer science to help write adaptive programs for students as they learn mathematics.

(Corresponding author is Kara mk4854@nyu.edu)
(Corresponding author is Eames ceames@siue.edu)
(Corresponding author is Miller almille@ilstu.edu)
(Corresponding author is Chieu annie.chieu@gmail.com)
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Mathematics Teacher
Cover Mathematics Teacher
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2015
Page Count:
8
Article Category:
Research Article
Print Publication Date:
01 May 2015
Online Publication Date:
May 2015
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