{"title":"一、二年级准教师重构多边形对角线的定义","authors":"Huda Shayeb, Juhaina Awawdeh Shahbari, Aehsan Haj-Yahya","doi":"10.1007/s13394-024-00495-z","DOIUrl":null,"url":null,"abstract":"<p>The current study examined how prospective first- and second-grade mathematics teachers define the polygon diagonals concept, how they reconstruct their definition during and following an intervention, and how their concept images develop over time. Twenty-three prospective teachers participated in the study, during which they were asked to analyze mathematical events involving a conflict that could be resolved using a precise mathematical definition of a polygon diagonal. Data were collected from prequestionnaires, postquestionnaires, and observations of class discussions. The study findings indicate that before the intervention, all participants provided incorrect definitions and struggled to identify nonprototypical examples of polygon diagonals in the prequestionnaire. However, the process of analyzing mathematical events helped the participants reconstruct their definitions of polygon diagonals and identify the critical attributes of this concept, which improved their ability to extend the concept’s image to include nonprototypical examples. The participants’ improved understanding was evident in the significant improvements in the postquestionnaire.</p>","PeriodicalId":46887,"journal":{"name":"Mathematics Education Research Journal","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"First- and second-grade prospective teachers reconstructing definitions of polygon diagonals\",\"authors\":\"Huda Shayeb, Juhaina Awawdeh Shahbari, Aehsan Haj-Yahya\",\"doi\":\"10.1007/s13394-024-00495-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The current study examined how prospective first- and second-grade mathematics teachers define the polygon diagonals concept, how they reconstruct their definition during and following an intervention, and how their concept images develop over time. Twenty-three prospective teachers participated in the study, during which they were asked to analyze mathematical events involving a conflict that could be resolved using a precise mathematical definition of a polygon diagonal. Data were collected from prequestionnaires, postquestionnaires, and observations of class discussions. The study findings indicate that before the intervention, all participants provided incorrect definitions and struggled to identify nonprototypical examples of polygon diagonals in the prequestionnaire. However, the process of analyzing mathematical events helped the participants reconstruct their definitions of polygon diagonals and identify the critical attributes of this concept, which improved their ability to extend the concept’s image to include nonprototypical examples. The participants’ improved understanding was evident in the significant improvements in the postquestionnaire.</p>\",\"PeriodicalId\":46887,\"journal\":{\"name\":\"Mathematics Education Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Mathematics Education Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s13394-024-00495-z\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Mathematics Education Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13394-024-00495-z","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
First- and second-grade prospective teachers reconstructing definitions of polygon diagonals
The current study examined how prospective first- and second-grade mathematics teachers define the polygon diagonals concept, how they reconstruct their definition during and following an intervention, and how their concept images develop over time. Twenty-three prospective teachers participated in the study, during which they were asked to analyze mathematical events involving a conflict that could be resolved using a precise mathematical definition of a polygon diagonal. Data were collected from prequestionnaires, postquestionnaires, and observations of class discussions. The study findings indicate that before the intervention, all participants provided incorrect definitions and struggled to identify nonprototypical examples of polygon diagonals in the prequestionnaire. However, the process of analyzing mathematical events helped the participants reconstruct their definitions of polygon diagonals and identify the critical attributes of this concept, which improved their ability to extend the concept’s image to include nonprototypical examples. The participants’ improved understanding was evident in the significant improvements in the postquestionnaire.
期刊介绍:
The Mathematics Education Research Journal seeks to promote high quality research that is of interest to the international community. The Mathematics Education Research Journal seeks to present research that promotes new knowledge, ideas, methodologies and epistemologies in the field of mathematics education. The Mathematics Education Research Journal actively seeks to promote research from the Australasian region either as research conducted in the region; conducted by researchers from the region and/or draws on research from the region. The Mathematics Education Research Journal accepts papers from authors from all regions internationally but authors must draw on the extensive research that has been produced in the Australasian region. The Mathematics Education Research Journal normally does not encourage publication of teacher education programs or courses. These are more suited for theother MERGA journal, Mathematics Teacher Education and Development.