C
Chia-ling Chen
Researcher at University of Michigan
Publications - 6
Citations - 278
Chia-ling Chen is an academic researcher from University of Michigan. The author has contributed to research in topics: Gesture & Mathematical proof. The author has an hindex of 5, co-authored 6 publications receiving 253 citations.
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Journal ArticleDOI
Using comics-based representations of teaching, and technology, to bring practice to teacher education courses
TL;DR: The authors argue that comics can be semiotic resources in learning to teach and suggest how information technologies can support experiences with comics in university mathematics methods courses that help learners see the mathematical work of teaching in lessons they observe, allow candidates to explore tactical decision-making in teaching, and support preservice teachers in rehearsing classroom interactions.
Journal ArticleDOI
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning
Chia-ling Chen,Patricio Herbst +1 more
TL;DR: This article explored how students make and justify conjectures through multimodal representations of diagrams and found that when limited information is given in a diagram, students make use of gestural and verbal expressions to compensate for those limitations as they engage in making and proving conjectures.
Journal ArticleDOI
Teachers’ perspectives on “authentic mathematics” and the two-column proof form
TL;DR: The authors investigate experienced high school geometry teachers' perspectives on "authentic mathematics" and the much-criticized two-column proof form, and find that for some teachers, the two column form is understood to prohibit a move like that shown in the video, but for others, the form is seen as a resource enabling such a move.
Book ChapterDOI
''Doing Proofs'' in geometry classrooms
Patricio Herbst,Chia-ling Chen,Michael Weiss,Gloriana González,Talli Nachlieli,Maria Hamlin,Catherine Brach +6 more
Instructional situations and students’ opportunities to reason in the high school geometry class
TL;DR: This manuscript is part of the final report of the NSF grant CAREER 0133619 “Reasoning in high school geometry classrooms: Understanding the practical logic underlying the teacher’s work” to the first author.