DOI QR코드

DOI QR Code

The Effect of Solid Geometry Activities of Pre-service Elementary School Mathematics Teachers on Concepts Understanding and Mastery of Geometric Thinking Levels

  • Patkin, Dorit (Mathematics Department, Kibbutzim College of Education) ;
  • Sarfaty, Yael (Mathematics Department, Kibbutzim College of Education)
  • 투고 : 2011.12.16
  • 심사 : 2012.03.26
  • 발행 : 2012.03.30

초록

The present study explored whether the implementation of focused activities (intervention programme) can enhance 22 pre-service mathematics teachers' proficiency in solid geometry thinking level as well as change for the better their feelings in this discipline. Over a period of 6 weeks the pre-service teachers participated in activities and diversified experiences with 3D shapes, using illustration aids and actual experience of building 3D shapes in relation to the various spatial thinking levels. The research objectives were to investigate whether the intervention programme, comprising task-oriented activities of solid geometry, enhance mathematics pre-service teachers' mastery of their geometric thinking levels as well as examine their feelings towards this discipline before and after the intervention programme. The findings illustrate that learners' levels of geometric thinking can be promoted, entailing control on higher thinking levels as well as a more positive attitude towards this field.

키워드

참고문헌

  1. Balacheff, N. (1990). Towards a Problematique for Research in Mathematics Teaching. J. Res. Math. Educ. 21(4), 258-272. ME 1991b.02282 ERIC EJ415522 https://doi.org/10.2307/749524
  2. Clements, D. H., & Battista, M. T. (1992). Geometry and Spatial Reasoning. In: Douglas A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. A project of the National Council of Teachers of Mathematics (pp. 420-464). New York: Macmillan. ME 1993f.01809
  3. Crowley, M. L. (1987). Van Hiele Model of the Development of Geometric Thought. In: M. M. Lindquist & A. P. Shulte (Eds.), Learning and Teaching Geometry, K-12, 1987 Yearbook of the National Council of Teachers of Mathematics (pp. 1-16). Reston, VA: NCTM. ERIC ED280679
  4. Del Grande, J. (1990). Spatial Sense. Arith. Teacher 37(6), 14-20. ME 1990i.37157
  5. Geddes, D.; Fuys, D.; Lovett, J. C, & Tischler, R. (1982). An Investigation of the Van Hiele Model of Thinking in Geometry Among Adolescents. Project Report. Presented at NCTM 1982 Annual Meeting; Toronto, Canada.
  6. Guberman, R. (2008). A framework for characterizing the development of arithmetic thinking. In: D. De Bock, B. D. Sondergaard & C. C. L. Cheng (Eds.), Proceedings of the ICME-11-Topic study group 10, Research and Development in the Teaching and Learning of Number Systems and Arithmetic at Monterrey, Mexico; July 6-13 (pp.113-121). Available from:
  7. Gutierrez, A. (1992). Exploring the Links between Van Hiele Levels and 3-Dimensional Geometry. Topologie Struct. 18, 31-48. ME 1990i.37157
  8. Gutierrez, A.; Jaime, A. & Fortuny, J. M. (1991). An Alternative Paradigm to Evaluate the Acquisition of the Van Hiele Levels. J. Res. Math. Educ. 22(3), 237-251. ME 1992a.00854 https://doi.org/10.2307/749076
  9. Hannibal, M. A. (1999). Young Children's Developing Understanding of Geometric Shapes. Teach. Child. Math. 5(6), 353-357. ME 2000b.01200
  10. Hershkowitz, R., Ben-Chaim, D., Hoyles, C., Lappan, G., Mitchelmore, M., & Vinner, S. (1990). Psychological aspects of learning geometry. In: P. Nesher & J. Kilpatrick (Eds.), Mathematics and cognition: A research synthesis by the International Group for the Psychology of Mathematics Education (pp. 70-95). Cambridge, MA: Cambridge University Press. ME 1990g.01418
  11. Koester, B. A. (2003). Prisms and Pyramids: Constructing Three-Dimensional Models to Build Understanding. Teach.Child. Math. 9(8), 436-442. ME 2003f.05035
  12. National Council of Teachers of Mathematics (NCTM) (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM. ME 1999f.03937 for discussion draft (1998)
  13. Patkin, D. (1990). The utilization of computers: Its influence on individualized learning, pair versus individualistic learning. On the perception and comprehension of concepts in Euclidean geometry at various cognitive levels within high school students (in Hebrew). Doctoal dissertation. Tel-Aviv, Israel: Tel-Aviv University.
  14. Patkin, D. (2010). The role of "personal knowledge" in solid geometry among primary school mathematics teachers. J. Korea Soc. Math. Educ. Ser. D 14(3), 263-279.
  15. Shaw, J. M. (1990). By Way of Introduction. Arith. Teacher. 37(6), 4-5.
  16. Swafford, J. O.; Jones G. A. & Thornton, C. A. (1997). Increased Knowledge in Geometry and Instruction Practice. J. Res.Math. Educ. 28(4), 467-483. ME 1998b.01688 https://doi.org/10.2307/749683
  17. Van Hiele, P. M. (1987). Van Hiele Levels, a Method to Facilitate the Finding of Levels of Thinking in Geometry by Using the Levels in Arithmetic. Paper Presented at the Conference on Learning and Teaching Geometry: Issues for Research and Practice. Syracuse University
  18. Van Hiele, P. M.(1999). Developing geometric thinking through activities that begin with play. Teach. Child. Math. 5(6), 310-316. ME 2000b.01169
  19. Yackel, E. & Wheatley, G. H. (1990). Promoting Visual Imagery in Young Pupils. Arith. Teacher. Reston, Va.: NCTM: National Council of Teachers of Mathematics, 37(6), 52-58. ME 1999i.37164

피인용 문헌

  1. An Investigation of the Visual-Mental Capability of Pre- and In-Service Mathematics Teachers: A Tale of Two Cones and One Cube vol.18, pp.1, 2012, https://doi.org/10.7468/jksmed.2014.18.1.41
  2. Global van Hiele (GVH) Questionnaire as a Tool for Mapping Knowledge and Understanding of Plane and Solid Geometry vol.18, pp.2, 2014, https://doi.org/10.7468/jksmed.2014.18.2.103