Geometry teaching in transition: an investigation on the importance of school geometry in primary education.

Autor/in	Kuzle, Ana
Titel	Geometry teaching in transition: an investigation on the importance of school geometry in primary education. Paralleltitel: Poucevanje geometrije v tranziciji: poizvedba pomembnosti solske geometrije v osnovni soli.
Quelle	In: CEPS journal, 13 (2023) 2, S. 97-123Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26916 10.26529/cepsj.1267
URN	urn:nbn:de:0111-pedocs-269165
Schlagwörter	Mixed-Methods-Design; Deutschland; Grundschule; Lehrer; Mathematikunterricht; Motivation; Schüler; Fachdidaktik; Lernerfolg; Grundschule; Lehrer; Schüler; Lernerfolg; Motivation; Fachdidaktik; Geometrieunterricht; Mathematikunterricht; Mathematische Kompetenz; Forschungsstand; Einflussfaktor; Deutschland
Abstract	Mathematics instruction in primary school has been influenced by many policy changes and empirical findings in the previous two decades. Geometry lessons, in particular, were re-evaluated due to a paradigm change and, consequently, were attributed a new meaning within the mathematics curriculum worldwide. The present paper focuses on this paradigm shift in the sense of the evaluation to what extent both the didactical potential and the practical value of geometry instruction in elementary education are currently recognised and utilised by primary grade teachers. In total, 120 primary grade teachers participated in the study. The results showed that there had been positive recognition of the didactical potential of school geometry by the teachers over the previous two decades; however, it lacked actual implementation in school practice for different reasons. The results are discussed not only with regard to the latter of these but also with regard to their theoretical and practical implications. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1