TY - JOUR
T1 - How Do They Know It Is a Parallelogram? Analysing Geometric Discourse at Van Hiele Level 3
AU - Wang, Sasha
AU - Kinzel, Margaret
N1 - Publisher Copyright:
© 2014 British Society for Research into Learning Mathematics.
PY - 2014/7/24
Y1 - 2014/7/24
N2 - In this article, we introduce Sfard's discursive framework and use it to investigate prospective teachers' geometric discourse in the context of quadrilaterals. In particular, we focus on describing and analysing two participants' use of mathematical words and substantiation routines related to parallelograms and their properties at van Hiele level 3 thinking. Our findings suggest that a single van Hiele level of thinking encompasses a range of complexity of reasoning and differences in discourse and thus a deeper investigation of students' mathematical thinking within assigned van Hiele levels is warranted.
AB - In this article, we introduce Sfard's discursive framework and use it to investigate prospective teachers' geometric discourse in the context of quadrilaterals. In particular, we focus on describing and analysing two participants' use of mathematical words and substantiation routines related to parallelograms and their properties at van Hiele level 3 thinking. Our findings suggest that a single van Hiele level of thinking encompasses a range of complexity of reasoning and differences in discourse and thus a deeper investigation of students' mathematical thinking within assigned van Hiele levels is warranted.
KW - mathematical discourse
KW - geometry
KW - van Hiele theory
UR - http://www.scopus.com/inward/record.url?scp=84912043315&partnerID=8YFLogxK
UR - https://scholarworks.boisestate.edu/math_facpubs/142
U2 - 10.1080/14794802.2014.933711
DO - 10.1080/14794802.2014.933711
M3 - Article
SN - 1479-4802
VL - 16
SP - 288
EP - 305
JO - Research in Mathematics Education
JF - Research in Mathematics Education
IS - 3
ER -