Understanding kindergarten teachers' perspectives of teaching basic geometric shapes: a phenomenographic research.

Autor/inn/en	Inan, Hatice Zeynep; Dogan-Temur, Ozlem
Titel	Understanding kindergarten teachers' perspectives of teaching basic geometric shapes: a phenomenographic research.
Quelle	In: ZDM : mathematics education, 42 (2010) 5, S. 457-468 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-010-0241-1
Schlagwörter	Empirische Untersuchung; Kindergarten; Lehrer; Elementare Geometrie; Mathematikunterricht; Propädeutik; Perspektive
Abstract	Geometry is one of the disciplines children involve within early years of their lives. However, there is not much information about geometry education in Turkish kindergarten classes. The current study aims to examine teachers' perspectives on teaching geometry in kindergarten classes. The researchers inquired about teachers' in-class experiences in geometry and asked a series of questions such as "what are the benchmarks in your kindergarten class?"; "what kind of tools and materials you use to teach geometry in your class?"; "what shape do you teach first in your kindergarten class?"; "what do you expect to hear when you asked your students 'what is square'?"; "how do you teach rectangular?". The study utilized one of the qualitative research methods, namely phenomenography, to collect the data and analyze the data. The study involved with eight kindergarten teachers who work in different schools in central Kutahya, Turkey. The researchers collected data by conducting face-to-face half-structured interviews. The findings of this phenomenographic research showed that kindergarten teachers have some difficulties in teaching geometry and have lack of knowledge and skills in teaching geometry in kindergarten classes.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2011/2