scholarly journals The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities

2015 ◽  
Vol 6 (3) ◽  
pp. 338 ◽  
Author(s):  
Fatih Karakuş ◽  
Murat Peker
Keyword(s):  
Dynamic Geometry ◽  
Primary Teachers ◽  
Spatial Abilities ◽  
Dynamic Geometry Software ◽  
Van Hiele ◽  
Physical Manipulatives ◽  
Van Hiele Levels

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 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 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.

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