Prospective Mathematics Teachers' Perceptual and Discursive Apprehensions When Making Geometric Connections

Autor/inn/en	Ramatlapana, Kim; Berger, Margot
Titel	Prospective Mathematics Teachers' Perceptual and Discursive Apprehensions When Making Geometric Connections
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 2, S.162-173 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramatlapana, Kim) ORCID (Berger, Margot)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1466495
Schlagwörter	Preservice Teachers; Mathematics Teachers; Geometric Concepts; Geometry; Pedagogical Content Knowledge; Knowledge Level; Visualization; Mathematical Logic; Foreign Countries; Preservice Teacher Education; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementare Geometrie; Geometrie; Pädagogische Kompetenz; Wissensbasis; Visualisation; Visualisierung; Mathematical logics; Mathematische Logik; Ausland; Lehramtsstudiengang; Lehrerausbildung; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper we probe prospective mathematics teachers' thinking as displayed in their solutions to a geometry content knowledge-based task. Geometry content knowledge is examined in terms of connections made by these prospective teachers between the geometric configurations and the geometric principles established through visualization and reasoning processes. The successful completion of the task required identifying and recognizing figures, and making connections between geometry representations, properties and theorems. We focus on three different prospective mathematics teachers engaging with a written geometry task. Duval's notions of perceptual and discursive apprehensions are employed to interpret how the prospective mathematics teachers interact with a diagram. When responding to the task the prospective mathematics teachers encountered difficulties connecting the cognitive processes of visualization and reasoning. The difficulties are evidenced by weak perceptual apprehension and weak discursive apprehension. This confirms that there is a link between what is seen and what is uttered about that which is seen. Emerging from this research is a Typology of Connections in Solving geometry Tasks model for classifying and describing forms of geometric connections. The model links cognitive processes with cognitive apprehensions when making geometric connections. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01