Abstract/Description/Artist Statement
Self-study is a powerful tool for improving teacher effectiveness, particularly in mathematics instruction where misconceptions can significantly impact student learning. This self-study examines my evolving understanding of geometry concepts and common student misconceptions encountered during a teaching geometry course. Through reflection, peer discussion, and analysis of misconceptions, this study reveals how examining both my own learning and students’ thinking can inform self-adjustment of teaching strategies. Findings highlight the importance of building new geometry concepts on mastered ideas and pairing self-study with evaluation of student responses to improve instructional decision-making.
Faculty Advisor/Mentor
Ayse Ozturk
Faculty Advisor/Mentor Email
aozturk@odu.edu
Faculty Advisor/Mentor Department
Department of Teaching and Learning
College/School Affiliation
Darden College of Education & Professional Studies
Student Level Group
Undergraduate
Presentation Type
Poster
Exploring Geometry Teaching and Learning Through Self-Study
Self-study is a powerful tool for improving teacher effectiveness, particularly in mathematics instruction where misconceptions can significantly impact student learning. This self-study examines my evolving understanding of geometry concepts and common student misconceptions encountered during a teaching geometry course. Through reflection, peer discussion, and analysis of misconceptions, this study reveals how examining both my own learning and students’ thinking can inform self-adjustment of teaching strategies. Findings highlight the importance of building new geometry concepts on mastered ideas and pairing self-study with evaluation of student responses to improve instructional decision-making.