Framework for analysing secondary mathematics teachers’ development of geometric reasoning

Abstract

Developing geometric reasoning is an important aim of school mathematics. Some influential theoretical frameworks have been used to map progress in geometric reasoning among learners and teachers internationally. We propose an alternate analytical framework, suitable for the context of our work, to analyse secondary mathematics teachers’ development of geometric reasoning as they participate in content-focused professional development. We show how the emerging framework uses conceptual categories drawn from the existing literature on geometric reasoning and empirical levels mapped to analyse teachers’ developing reasoning. We conclude by anticipating ways in which the framework can be used and extended.