Staircases, Towers, and Castles

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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)
The Mathematics Teacher

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