scholarly journals Prospective teachers constructing dynamic geometry activities for gifted pupils: Connections between the frameworks of Krutetskii and van Hiele

2021 ◽  
pp. 026142942110465
Author(s):  
Mirela Vinerean ◽  
Maria Fahlgren ◽  
Attila Szabo ◽  
Bharath Sriraman
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Educational System ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Instructional Intervention ◽  
Mathematically Gifted ◽  
Van Hiele ◽  
Holistic Description ◽  
Swedish Educational System

The Swedish educational system has, so far, accorded little attention to the development of gifted pupils. Moreover, up to date, no Swedish studies have investigated teacher education from the perspective of mathematically gifted pupils. Our study is based on an instructional intervention, aimed to introduce the notion of giftedness in mathematics and to prepare prospective teachers (PTs) for the needs of the gifted. The data consists of 10 dynamic geometry software activities, constructed by 24 PTs. We investigated the constructed activities for their qualitative aspects, according to two frameworks: Krutetskii’s framework for mathematical giftedness and van Hiele’s model of geometrical thinking. The results indicate that nine of the 10 activities have the potential to address pivotal abilities of mathematically gifted pupils. In another aspect, the analysis suggests that Krutetskii’s holistic description of mathematical giftedness does not strictly correspond with the discrete levels of geometrical thinking proposed by van Hiele.

Using Technology to Engage Students with the Standards for Mathematical Practice

2015 ◽  
pp. 383-405
Author(s):  
Milan Sherman
Keyword(s):  
Teacher Education ◽  
Dynamic Geometry ◽  
Mathematical Practice ◽  
Secondary Mathematics ◽  
State Standards ◽  
Dynamic Geometry Software ◽  
Future Research ◽  
Instrumental Genesis ◽  
Mathematics Classrooms ◽  
Support Students

This chapter discusses how the use of Dynamic Geometry Software (DGS) can be used to support students' engagement with the Standards for Mathematical Practice as outlined in Common Core State Standards for Mathematics (CCSS-M). In particular, the aim of this chapter is to (1) describe what students' strategic use of appropriate tools might entail in a DGS environment, and (2) argue that for students to engage in these practices in a DGS environment, they must construct meaning for and with these tools in the process of instrumental genesis. Illustrative examples are provided from three secondary mathematics classrooms, and the chapter concludes with recommendations for future research and teacher education in this area.

scholarly journals Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers?

2012 ◽  
Vol 28 (7) ◽  
Author(s):  
Gerrit Stols
Keyword(s):  
Student Teachers ◽  
Mathematics Teachers ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Cognitive Growth ◽  
Van Hiele ◽  
Use Of Technology ◽  
Before And After ◽  
Quasi Experimental ◽  
The Difference

<blockquote>This study investigated the geometric cognitive growth of pre-service mathematics teachers in terms of the Van Hiele levels in a technology-enriched environment, as opposed to that of students in a learning environment without any technological enhancements. In order to investigate this, a quasi-experimental non-equivalent comparison group design was used. Similar course content was used for both the control and experimental groups. The students worked through a series of geometry activities and problems. The difference between the groups was that dynamic geometry software was integrated into the teaching of the experimental group. The <em>Cognitive Development and Achievement in Secondary School Geometry</em> (CDASSG) Van Hiele geometry test was used to determine all the students' level of geometric thinking before and after the course. The study found that the use of dynamic geometry software enhanced student teachers' geometric visualisation, analysis and deduction, but not their ability to informally justify their reasoning and to understand the formal aspects of deduction.</blockquote>

scholarly journals Swedish religion education: Objective but Marinated in Lutheran Protestantism?

2014 ◽  
Vol 49 (2) ◽  
pp. 165-184 ◽  
Author(s):  
Jenny Berglund
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Doctoral Student ◽  
Historical Context ◽  
Liberal Theology ◽  
Swedish Educational System ◽  
Made In ◽  
Academic Study

In this article, I use the experience of a Czech doctoral student to discuss why religion education in Sweden can be understood as both deeply Lutheran and at the same time neutral and objective. In doing this, I look at the present syllabus in religion education, point to some of the changes that have been made in relation to the previous syllabus, and highlight some of the controversies that arose when it was written in 2010. I also put Swedish religion education and Swedish educational system in a historical context, pointing to its relation to liberal theology and cultural Protestantism. In addition, I present how teacher education is organized for religion education teachers and how the academic Study of Religions has been an important part of this during recent decades. At the end of the article I reflect upon the protestant taste of Sweden’s ‘non-denominational and neutral’ religion education.

Using Technology to Engage Students with the Standards for Mathematical Practice

2013 ◽  
pp. 78-101 ◽  
Author(s):  
Milan Sherman
Keyword(s):  
Teacher Education ◽  
Dynamic Geometry ◽  
Mathematical Practice ◽  
Secondary Mathematics ◽  
State Standards ◽  
Dynamic Geometry Software ◽  
Future Research ◽  
Instrumental Genesis ◽  
Mathematics Classrooms ◽  
Support Students

This chapter discusses how the use of Dynamic Geometry Software (DGS) can be used to support students’ engagement with the Standards for Mathematical Practice as outlined in Common Core State Standards for Mathematics (CCSS-M). In particular, the aim of this chapter is to (1) describe what students’ strategic use of appropriate tools might entail in a DGS environment, and (2) argue that for students to engage in these practices in a DGS environment, they must construct meaning for and with these tools in the process of instrumental genesis. Illustrative examples are provided from three secondary mathematics classrooms, and the chapter concludes with recommendations for future research and teacher education in this area.

scholarly journals A practice for using Geogebra of pre-service mathematics teachers’ mathematical thinking process

2020 ◽  
Vol 7 (1) ◽  
pp. 102-116
Author(s):  
Tuğba Hangül ◽  
Ozlem Cezikturk
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Classroom Environment ◽  
Mathematical Thinking ◽  
Mathematical Problem ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Instructional Technologies ◽  
Geometric Concepts ◽  
Academic Year

We aim to examine the pre-service mathematics teachers' mathematical problem-solving processes by using dynamic geometry software and to determine their evaluations based on experiences in this process. The design is document analysis, one of the qualitative research approaches. In the fall semester of the 2019–2020 academic year, a three-problem task was carried out in a classroom environment where everyone could use geogebra individually. A total of 65 pre-service mathematics teachers enrolled in the course of educational technology. This task includes questions that they would use, their knowledge of basic geometric concepts to construct geometrical relations and evaluations related to this process. Besides the activity papers of the prospective teachers, geogebra files were also examined. The result is pre-service mathematics teachers who are thought to have a certain level of mathematical background are found to have incorrect/incomplete information even in the most basic geometric concepts and difficulties with regard to generalisation. Keywords: Dynamic geometry, geogebra, instructional technologies, mathematical thinking, teacher education.

scholarly journals GEOMETRY EXPLORATION ACTIVITIES ASSISTED WITH DYNAMIC GEOMETRY SOFTWARE (DGS) IN A TEACHER EDUCATION CLASSROOM

2018 ◽  
Vol 7 (2) ◽  
pp. 133
Author(s):  
Samsul Maarif ◽  
Wahyudin Wahyudin ◽  
Muchamad Subali Noto ◽  
Wahyu Hidayat ◽  
Herri Mulyono
Keyword(s):  
Teacher Education ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Computer Application

The aims of this study were conducted to investigate the effectiveness of pre-service teachers’ geometric exploration activities assisted by Dynamic Geometry Software (DGS) Cabri II Plus computer application in constructing geometry proofs in a teacher education classroom. To these ends, mix-method design. A total of 72 pre-service teachers taking geometry course participated in the study. Findings of the study show that students who participated in geometric exploration activities assisted by DGS Cabri II Plus computer application had better achievement compared to their counterpart. The use of DGS Cabri II Plus computer application was observed to enable the students to present diagrams of verification problems appropriately, determine the valid conjectures, and make justification regarding the statements in the written proof. More importantly, participating in geometric exploration activities assisted by DGS Cabri II Plus computer application provide students with opportunities to explore alternative proofs related to geometry.

scholarly journals Networked Analysis of a Teaching Unit for Primary School Symmetries in the Form of an E-Book

Mathematics ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 832
Author(s):  
Angel Gutiérrez ◽  
Adela Jaime ◽  
Pablo Gutiérrez
Keyword(s):  
Primary School ◽  
Mathematical Reasoning ◽  
Dynamic Geometry ◽  
Gifted Students ◽  
Cognitive Demand ◽  
Mathematically Gifted ◽  
Van Hiele ◽  
Van Hiele Levels ◽  
Teaching Unit ◽  
Different Levels

In mathematics education, technology offers many opportunities to enrich curricular contents. Plane symmetries is a topic often skipped by primary teachers. However, it is important and may be worked in attractive ways in dynamic geometry software environments. In any regular classroom there are students with different levels of mathematical attainment, some needing easy tasks while others, particularly mathematically-gifted students, need challenging problems. We present a teaching unit for plane symmetries, adequate for upper primary school grades, implemented in a fully interactive electronic book, with most activities solved in GeoGebra apps. The book allows student to choose which itinerary to follow and attention is paid to different levels of students’ mathematical attainment. The research objective of the paper is to make a networked analysis of the structure and contents of the teaching unit based on the Van Hiele levels of mathematical reasoning and the levels of cognitive demand in mathematical problem solving. The analysis shows the interest of networking both theories, the suitability of the teaching unit, as the Van Hiele levels and the cognitive demand of the activities increases, and its usefulness to fit the needs of each student, from low attainers to mathematically-gifted students.

scholarly journals Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

2017 ◽  
Vol 10 (5) ◽  
pp. 26 ◽  
Author(s):  
Olga Ioannidou ◽  
Despoina Georgiou ◽  
Andreas Obersteiner ◽  
Nilufer Deniz Bas ◽  
Christine Mieslinger
Keyword(s):  
Teacher Education ◽  
University Students ◽  
Prospective Teachers ◽  
International Student ◽  
Teacher Education Program ◽  
Student Assessment ◽  
International Student Assessment ◽  
The Impact ◽  
Very High ◽  
Expected Outcomes

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

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