Discourse Perspective of Geometric Thoughts

Sasha Wang revisits the van Hiele model of geometric thinking with Sfard's discursive framework to investigate geometric thinking from a discourse perspective. The author focuses on describing and analyzing pre-service teachers' geometric discourse across different van Hiele levels. The ex...

Descripción completa

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Wang, Sasha (Autor)
Autor Corporativo: SpringerLink (Online service)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Wiesbaden : Springer Fachmedien Wiesbaden : Imprint: Springer Spektrum, 2016.
Edición:1st ed. 2016.
Colección:Perspektiven der Mathematikdidaktik,
Temas:
Mathematics > Study and teaching .
Mathematics Education.
Acceso en línea:Texto Completo

MARC

LEADER 00000nam a22000005i 4500
001 978-3-658-12805-0
003 DE-He213
005 20230810213705.0
007 cr nn 008mamaa
008 160322s2016 gw | s |||| 0|eng d
020 |a 9783658128050  |9 978-3-658-12805-0 
024 7 |a 10.1007/978-3-658-12805-0  |2 doi 
050 4 |a QA10.92-20 
072 7 |a JNU  |2 bicssc 
072 7 |a PB  |2 bicssc 
072 7 |a EDU029010  |2 bisacsh 
072 7 |a JNU  |2 thema 
072 7 |a PB  |2 thema 
082 0 4 |a 510.71  |2 23 
100 1 |a Wang, Sasha.  |e author.  |4 aut  |4 http://id.loc.gov/vocabulary/relators/aut 
245 1 0 |a Discourse Perspective of Geometric Thoughts  |h [electronic resource] /  |c by Sasha Wang. 
250 |a 1st ed. 2016. 
264 1 |a Wiesbaden :  |b Springer Fachmedien Wiesbaden :  |b Imprint: Springer Spektrum,  |c 2016. 
300 |a XXIII, 232 p. 61 illus.  |b online resource. 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
347 |a text file  |b PDF  |2 rda 
490 1 |a Perspektiven der Mathematikdidaktik,  |x 2522-0802 
505 0 |a Theoretical Basis: The van Hiele Model -- Theoretical Framework: Learning as Communicating, Sfard's Discursive Framework, and the Levels of Geometric Discourse -- Methodology: Participants, the van Hiele Geometry Test, Interview Tasks -- Data Collection and Analysis -- Results from the van Hiele Geometry Test and One-on-One Interviews -- Changes in van Hiele Levels and Changes in Geometric Discourse. 
520 |a Sasha Wang revisits the van Hiele model of geometric thinking with Sfard's discursive framework to investigate geometric thinking from a discourse perspective. The author focuses on describing and analyzing pre-service teachers' geometric discourse across different van Hiele levels. The explanatory power of Sfard's framework provides a rich description of how pre-service teachers think in the context of quadrilaterals. It also contributes to our understanding of human thinking that is illustrated through the analysis of geometric discourse accompanied by vignettes. Contents Theoretical Basis: The van Hiele Model Theoretical Framework: Learning as Communicating, Sfard's Discursive Framework, and the Levels of Geometric Discourse Methodology: Participants, the van Hiele Geometry Test, Interview Tasks Data Collection and Analysis Results from the van Hiele Geometry Test and One-on-One Interviews Changes in van Hiele Levels and Changes in Geometric Discourse Target Groups Researchers, academics, and scholars of mathematics and didactics Teachers The Author Dr. Sasha Wang is an assistant professor of mathematics education at the Boise State University, Idaho, United States. 
650 0 |a Mathematics  |x Study and teaching . 
650 1 4 |a Mathematics Education. 
710 2 |a SpringerLink (Online service) 
773 0 |t Springer Nature eBook 
776 0 8 |i Printed edition:  |z 9783658128043 
776 0 8 |i Printed edition:  |z 9783658128067 
830 0 |a Perspektiven der Mathematikdidaktik,  |x 2522-0802 
856 4 0 |u https://doi.uam.elogim.com/10.1007/978-3-658-12805-0  |z Texto Completo 
912 |a ZDB-2-EDA 
912 |a ZDB-2-SXED 
950 |a Education (SpringerNature-41171) 
950 |a Education (R0) (SpringerNature-43721) 

Ejemplares similares