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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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In this study, I investigated how pre-service teachers (PSTs) proved three geometric problems by using Geometer’s SketchPad (GSP) software. Based on observations in class and results from a test of geometric reasoning, eight PSTs were sorted into four of the five van Hiele levels of geometric reasoning, which were then used to predict the PSTs’ levels of reasoning on three tasks involving proofs using GSP. Findings suggested that the ways the PSTs justified their geometric reasoning across the three questions demonstrated their different uses of GSP depending on their van Hiele levels. These findings also led to the insight that the notion of “proof” had somewhat different meanings for students at different van Hiele levels of thought. Implications for the effective integration of technology into pre-service teacher education programs are discussed.
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참고문헌 (24)
참고문헌 신청
Battista, M. / 1995 / Connecting Research to Teaching: Geometry and Proof / Math. Teach (Reston) 88 (1) : 48 ~ 54
Burger, W. / 1986 / Characterizing the van Hiele levels of development in geometry / J. Res. Math. Educ 17 (1) : 31 ~ 48
Cobb, P. / 2008 / Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching / Routledge : 68 ~ 95
Corbin, J. / 2008 / Basics of qualitative research / Sage Publication
Crowley, M. L. / 1987 / Learning and Teaching Geometry, K-12, 1987 Yearbook of the National Council of Teachers of Mathematics / NCTM : 1 ~ 16
Burger, W. / 1986 / Characterizing the van Hiele levels of development in geometry / J. Res. Math. Educ 17 (1) : 31 ~ 48
Cobb, P. / 2008 / Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching / Routledge : 68 ~ 95
Corbin, J. / 2008 / Basics of qualitative research / Sage Publication
Crowley, M. L. / 1987 / Learning and Teaching Geometry, K-12, 1987 Yearbook of the National Council of Teachers of Mathematics / NCTM : 1 ~ 16
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