Enhanced-Group Moore Method: Effects on van Hiele Levels of Geometric Understanding, Proof-Construction Performance and Beliefs

Autor/in	Salazar, Douglas A.
Titel	Enhanced-Group Moore Method: Effects on van Hiele Levels of Geometric Understanding, Proof-Construction Performance and Beliefs
Quelle	(2012), S.594-605 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Geometry; Mathematical Logic; Validity; Preservice Teachers; Mathematics Teachers; Preservice Teacher Education; Teaching Methods; Conventional Instruction; Mathematics Instruction; Discovery Learning; Group Activities; Homogeneous Grouping; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Geometrie; Mathematical logics; Mathematische Logik; Gültigkeit; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Entdeckendes Lernen; Gruppenaktivität; Homogene Gruppierung; Niveaugruppierung; Streaming; Ausland; Philippinen
Abstract	This study aimed to improve the van Hiele levels of geometric understanding, proof-construction performance and beliefs about proofs of the research respondents: future mathematics teachers exposed to the traditional (instructor-based) method and the enhanced-group Moore method. By using the quasi-experimental method of research, the study employed qualitative and quantitative analysis relative to data generated by three instruments: the van Hiele geometry test, the proof-construction test, and proof beliefs questionnaire. Within the framework of the limitations of the study, the enhanced-group Moore method raised a higher van Hiele level, compared with the traditional method. The proof-construction performance of the future mathematics teachers has been improved. With regard to proofs, the future teachers believed that a theorem has no exception that the dual role of proof is to convince and explain, and that the validity of proof depends on its internal logic. Quantitative results revealed that there was a significant difference in the van Hiele levels and proof-construction performance of the future mathematics teachers before and after the study. In addition, there was a significant relationship between the proof-construction performance and van Hiele levels of the future teachers, and there was no noteworthy changes occurred in their beliefs about proofs. Qualitative assessments further showed that the enhanced-group Moore method created "damay effect", developed self-confidence, encouraged effective communication and facilitated exchange of ideas towards a common goal. The future teachers from both groups were in favor of the sequence of the presentation of the lesson, especially with the incentives given. (Contains 4 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10