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Viktoria Taroudaki

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Open access Sep 2026

Using learning progression-based interactive dynamic geometry instruction to develop quadrilateral reasoning in preservice teachers

This study investigated the learning of K–8 preservice teachers (PTs) while enrolled in an in-person class that was integrated with an online, individualized, and interactive Dynamic Geometry curriculum (iDGi), built from empirically derived learning progressions (LP). The research examined PTs’ developing understandin...

Michael L. Winer, M. Battista, Viktoria Taroudaki · 0 citations

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