Home > Journals > Active Journals > GER > Vol. 17 > Iss. 1 (2020)
Abstract
The importance of reasoning quantitatively is reflected in both mathematics education research and mathematical standards for K-12 students. In this article, we detail how a quantitative reasoning framework can be used to help differentiate two quantities we have found students often struggle with: arc length and the measure of a central angle. We argue that taking the time to define all four components of a quantity can support students’ understanding of theorems involving these quantities.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Glassmeyer, David and Barton, Daniel
(2020)
"Applying Quantitative Reasoning to Clarify Arc Measurements,"
Georgia Educational Researcher: Vol. 17:
Iss.
1, Article 1.
DOI: 10.20429/ger.2020.170101
Available at:
https://digitalcommons.georgiasouthern.edu/gerjournal/vol17/iss1/1
