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Advisor(s)
Abstract(s)
We aim to characterize how prospective teachers perform in defining and classifying quadrilaterals through
working on exploratory tasks. Data was gathered from the participants’ reports and portfolios. Results show
most understood the meaning of defining and presented correct definitions, using properties they previously
ignored, and showing comprehension of the underlying concepts. They produced economical definitions in few
cases, and performed better in inductive than deductive reasoning. The classifications showed conflicts between prior classifications and structural criteria that rules a geometrical classification. The exploratory work allowed participants to construct their knowledge in a meaningful way and reflection played an important
role in becoming aware of personal preconceptions and knowledge.
Description
Keywords
Teacher education Geometry Geometric reasoning Exploratory approach
Citation
Brunheira, L. & Ponte, J. P. (2015). Prospective teachers' development of geometric reasoning through an exploratory approach. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME. https://hal.science/hal-01286995/document
Publisher
Charles University in Prague, Faculty of Education and ERME