Assessing Analytic Geometry Understanding: Van Hiele, SOLO, and Beyond

Autor/inn/en	Bossé, Michael J.; Bayaga, Anass; Lynch-Davis, Kathleen; DeMarte, Ashley M.
Titel	Assessing Analytic Geometry Understanding: Van Hiele, SOLO, and Beyond
Quelle	In: International Journal for Mathematics Teaching and Learning, 22 (2021) 1, S.1-23 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Geometry; Mathematics Instruction; Teaching Methods; Taxonomy; Syntax; Semantics; Scores; Correlation; Prediction; Mathematical Concepts; Task Analysis; Mathematics Tests; Visualization; Logical Thinking; Grade 11; Calculus; High School Students; Rural Schools; Abstract Reasoning; Concept Formation; Vignettes; Mathematical Formulas + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Taxonomie; Semantik; Korrelation; Vorhersage; Aufgabenanalyse; Visualisation; Visualisierung; School year 11; 11. Schuljahr; Schuljahr 11; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Abstraktes Denken; Denken; Concept learning; Begriffsbildung; Mathematische Formel
Abstract	In the context of an analytical geometry, this study considers the mathematical understanding and activity of seven students analyzed simultaneously through two knowledge frameworks: (1) the Van Hiele levels (Van Hiele, 1986, 1999) and register and domain knowledge (Hibert, 1988); and (2) three action frameworks: the SOLO taxonomy (Biggs, 1999; Biggs & Collis, 1982); syntactic and semantic elaborations (Kaput, 1987a, 1987b, 1989); and isomorphic, transcendent, and mixed connections (Adu-Gyamfi, Bossé, & Lynch-Davis, 2019). Along with producing a fuller analysis of student work and communication, the study found that for only the students with the lowest and highest scores regarding either their understanding or actions on the analytic geometry task might there be a predictive association between knowledge and action levels. For other students, a predictive association could not be determined. This may mean that the level of understanding a student possesses regarding a particular mathematical concept may not parallel the level of actions they use when working with an associated task. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01