| Description |
1 online resource (xxiii, 232 pages) |
| Series |
Perspektiven der Mathematikdidaktik |
|
Research |
|
Perspektiven der Mathematikdidaktik.
|
|
Springer Spektrum research
|
| Contents |
Theoretical Basis: The van Hiele Model -- Theoretical Framework: Learning as Communicating, Sfard's Discursive Framework, and the Levels of Geometric Discourse -- Methodology: Participants, the van Hiele Geometry Test, Interview Tasks -- Data Collection and Analysis -- Results from the van Hiele Geometry Test and One-on-One Interviews -- Changes in van Hiele Levels and Changes in Geometric Discourse |
| Summary |
Sasha Wang revisits the van Hiele model of geometric thinking with Sfard's discursive framework to investigate geometric thinking from a discourse perspective. The author focuses on describing and analyzing pre-service teachers' geometric discourse across different van Hiele levels. The explanatory power of Sfard's framework provides a rich description of how pre-service teachers think in the context of quadrilaterals. It also contributes to our understanding of human thinking that is illustrated through the analysis of geometric discourse accompanied by vignettes |
| Bibliography |
Includes bibliographical references (pages 227-232) |
| Notes |
Online resource; title from PDF title page (EBSCO, viewed March 28, 2016) |
| Subject |
Geometry -- Study and teaching.
|
|
Van Hiele Model.
|
|
MATHEMATICS -- Geometry -- General.
|
|
Geometry -- Study and teaching
|
|
Van Hiele Model
|
| Form |
Electronic book
|
| ISBN |
9783658128050 |
|
3658128054 |
|
3658128046 |
|
9783658128043 |
|
