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Why is the location of the center of rotation so important?

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The article highlighted the use of GSP. Is there another kind of virtual manipulative that could be useful?

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The article highlighted the use of GSP. Is there another kind of virtual manipulative that could be useful?

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Assuming all these kids were in the same class, why did they have such differences in how to do each thing the study asked about?

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She used GSP for the translation and reflections and paper and tools for the rotation. Do you think that was beneficial?

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Do you think that using geometer's sketchpad was more helpful for some of the aspects rather than others?

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Would bringing the term equidistant to the students attention in the beginning of the unit be the most beneficial to the taking care of the misconception instead of letting the students discover the concept equidistant?

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What are the benefits of using geometers sketchpad for translations instead of other tools?

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Do you think it was beneficial for the teacher to use words like flip, turn, or slide instead of reflect, rotate, or translate?

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I wonder if the findings would have been different if they would have surveyed the whole class or more than the amount they did?

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Do you think it was beneficial for the teacher to use Geometer Sketchpad for the reflections and translations, and then actual paper and tools for the rotations?

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Is there a way to make vocabulary and/or notation more intuitive to students?

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Why did she choose to survey students that had never studied transformations before? Why did they get to 10th grade before learning more about reflections?

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Doesn't the common core teach congruence and maybe other things using a transformations approach? How does that work?

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Doesn't the common core teach congruence and maybe other things using a transformations approach? How does that work?

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Why did some students rotate the polygon onto the point of rotation?

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At the end of the article, she says "findings from research about students' understandings may provide a starting point for making instructional decisions." Based on her findings, what instructional decisions would you make to teach students transformations?

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What do you think about the teacher's choice to use simplified language in evaluations? (ie, reflection: flip; rotation: turn; translation: slide)

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Was I supposed to have learned how to to transformations with vectors in high school?

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When would the students in the class have received instruction about transformations? How
were they supposed to have known the deeper concepts behind the transformations?

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Do you think it's okay to use vocabulary that students are more familiar with instead of the more mathematically precise language? why or why not?

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Did you find it surprising that these students struggled most with translations? Why or why not?