透过范·海尔理论,学生对几何学术语的理解

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
J. Alex, K. J. Mammen
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引用次数: 14

摘要

在漫长的六年之后,2012年出台的课程和评估政策声明将几何作为南非12年级数学试卷2的一部分。2014年,第一批大学预科学生完成了第二篇论文。本文报道了2015年一组154名一年级数学教育学生进入南非一所农村大学时对几何术语的理解;126名志愿者参与了这项研究。对60项多项选择问卷(30项口头呈现,30项视觉呈现)的回答为研究提供了数据。一个概念的口头描述应该与其正确的视觉形象相关联。范·海尔理论为这项研究提供了视角。在测试中获得的总体百分比平均分数为64%,这表明大多数学生对基本的几何术语有相当好的了解。学生在视觉呈现项目上的平均得分为68%,而在口头呈现项目上的平均得分为59%,这意味着根据范·海尔理论,他们的思维水平较低。本研究的发现暗示了一种结合视觉和语言表征的方法来提高几何概念的理解。这需要通过脚手架来补充和补充,以填补学生教师的内容空白。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students’ understanding of geometry terminology through the lens of Van Hiele theory
After a long six-year lapse, the Curriculum and Assessment Policy Statement introduced in 2012 included geometry as part of the South African Grade 12 Mathematics Paper 2. The first cohort of matriculation students wrote Paper 2 in 2014. This article reports on the understanding of geometry terminology with which a group of 154 first-year mathematics education students entered a rural South African university in 2015; 126 volunteered to be part of the study. Responses to a 60-item multiple-choice questionnaire (30 verbally presented and 30 visually presented items) in geometry terminology provided the data for the study. A concept’s verbal description should be associated with its correct visual image. Van Hiele theory provided the lens for the study. An overall percentage mean score of 64% obtained in the test indicated that the majority of the students had a fairly good knowledge of basic geometry terminology. The students obtained a percentage mean score of 68% on visually presented items against that of 59% on verbally presented items implying a lower level thinking as per Van Hiele theory. The findings of this study imply a combination approach using visual and verbal representations to enhance conceptual understanding in geometry. This has to be complemented and supplemented through scaffolding to fill student teachers’ content gap.
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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