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Influence of an Inquiry-Oriented, Technology-Based, Proof-Intensive Geometry Course on the van Hiele Levels of Prospective Mathematics Teachers
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, , California Polytechnic State University, San Luis Obispo, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Some mathematics teachers’ geometry knowledge may not be at the highest van Hiele level; this may hinder the learning of their students (Mayberry, 1983, Swafford et al., 1997). The purpose of this research was to assess whether an inquiry-oriented, technology-based, proof-intensive geometry course had any influence on the van Hiele levels of prospective mathematics teachers. The data for this research was collected at a four-year college in the central coast of California. Twenty-one participants, including twenty mathematics majors, most of whom were prospective secondary mathematics teachers, participated in the research project. The course had variable (little, none, or negative) influence on the van Hiele levels of male participants while two thirds of the female participants improved their van Hiele levels. Furthermore, a substantial growth at level 4 for females and at level 5 for males, the two levels directly linked to the proof-intensive nature of the course, was revealed.

Citation

Simard, C. & Grundmeier, T.A. (2010). Influence of an Inquiry-Oriented, Technology-Based, Proof-Intensive Geometry Course on the van Hiele Levels of Prospective Mathematics Teachers. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3515-3522). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 24, 2019 from .

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