Abstract
The study investigates the characteristics of prospective teachers’ geometric discourses at the van Hiele model of thinking (1959/1985), using Sfard’s (2008) discursive framework. In this report, I align two prospective teachers’ pre- and post- van Hiele geometry test (Usiskin, 1982) results with the analyses of their geometric discourses from clinical interviews, to illustrate changes in geometric discourse when a student’s test results showed no change in van Hiele levels, and changes in geometric discourse when a student developed her thinking to the next van Hiele level. Revisiting the van Hiele model of thinking, complemented with a discursive lens, helped to understand learning as change in discourses, as prospective teacher develop thinking toward a higher van Hiele level.
| Original language | American English |
|---|---|
| Journal | Mathematics Faculty Publications and Presentations |
| State | Published - 1 Jan 2013 |
Keywords
- geometry and geometrical and spatial thinking
- learning progressions
- teacher knowledge
EGS Disciplines
- Mathematics