{"title":"范海勒水平下几何课程的修改与课程改革的关系","authors":"Anna Rékasi, C. Szabó","doi":"10.37626/ga9783959872003.0.15","DOIUrl":null,"url":null,"abstract":"In this paper the level of geometry education in mathematics education in Hungary is investigated. The relationship between the National Core Curriculum, the Framework Curriculum and the final exam is analyzed from the geometry point of view via the Van Hiele levels as a tool for comparison. It is observed that the geometry problems on the final exams do not follow the level prescribed by the National Core Curriculum. We compare these observations with the results of the Usiskin-test of first year preservice math teacher students.","PeriodicalId":200495,"journal":{"name":"Theoretische und empirische Analysen zum geometrischen Denken","volume":"81 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Modification of the geometry curriculum in relation to the curriculum reform in the light of the Van Hiele levels\",\"authors\":\"Anna Rékasi, C. Szabó\",\"doi\":\"10.37626/ga9783959872003.0.15\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this paper the level of geometry education in mathematics education in Hungary is investigated. The relationship between the National Core Curriculum, the Framework Curriculum and the final exam is analyzed from the geometry point of view via the Van Hiele levels as a tool for comparison. It is observed that the geometry problems on the final exams do not follow the level prescribed by the National Core Curriculum. We compare these observations with the results of the Usiskin-test of first year preservice math teacher students.\",\"PeriodicalId\":200495,\"journal\":{\"name\":\"Theoretische und empirische Analysen zum geometrischen Denken\",\"volume\":\"81 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1900-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Theoretische und empirische Analysen zum geometrischen Denken\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.37626/ga9783959872003.0.15\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Theoretische und empirische Analysen zum geometrischen Denken","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.37626/ga9783959872003.0.15","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Modification of the geometry curriculum in relation to the curriculum reform in the light of the Van Hiele levels
In this paper the level of geometry education in mathematics education in Hungary is investigated. The relationship between the National Core Curriculum, the Framework Curriculum and the final exam is analyzed from the geometry point of view via the Van Hiele levels as a tool for comparison. It is observed that the geometry problems on the final exams do not follow the level prescribed by the National Core Curriculum. We compare these observations with the results of the Usiskin-test of first year preservice math teacher students.
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