Literaturnachweis - Detailanzeige
Autor/inn/en | Mhlolo, Michael Kainose; Schafer, Marc |
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Titel | 'The Area of a Triangle Is 180°C'--An Analysis of Learners' Idiosyncratic Geometry Responses through the Lenses of Vygotsky's Theory of Concept Formation |
Quelle | In: African Journal of Research in Mathematics, Science and Technology Education, 17 (2013) 1-2, S.83-93 (11 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1029-8457 |
DOI | 10.1080/10288457.2013.826973 |
Schlagwörter | Geometry; Mathematics Instruction; Concept Formation; Teaching Methods; Task Analysis; Mathematical Concepts; High School Students; Foreign Countries; South Africa Geometrie; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | In this paper, we focus specifically on Vygotsky's theory of concept formation to gain initial insights into seemingly garbled and incoherent connections we observed in learners' responses to a geometry task. While acknowledging research that is supportive of the van Hiele model as being useful when analysing concept formation in geometry, in this paper we use empirical evidence to argue that today's geometry requires learners to reason with many tools which the van Hiele model does not seem to accommodate. Working with 470 written responses of 12-14-year-old learners to a geometry task, we then explored the potential of Vygotsky's theory of concept formation as an alternative framework. We conclude by discussing the paper's contribution both to theory and to classroom practice. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |