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ERIC Number: ED504960
Record Type: Non-Journal
Publication Date: 2009-Mar
Pages: 7
Abstractor: As Provided
Reference Count: 9
ISSN: ISSN-1548-6613
Preservice Teachers' Use of Spatio-Visual Elements and their Level of Justification Dealing with a Geometrical Construction Problem
Tapan, Menekse Seden; Arslan, Cigdem
Online Submission, US-China Education Review v6 n3 p54-60 Mar 2009
The main purpose of this research is to determine to what extent preservice teachers use visual elements and mathematical properties when they are dealing with a geometrical construction activity. The axiomatic structure of the Euclidian geometry forms a coherent field of objects and relations of a theoretical nature; and thus it constitutes a favorable ground for the learning of the reasoning and justification. In geometry, even if the reasoning is assisted by concrete elements such as drawings, it is not based on actions or spatio-visual elements. Arguments based on mathematical properties are required in geometrical reasoning. A successful teaching of the geometry directly depends on the subject knowledge of the teachers. Another purpose is to map out the different kinds of justifications implemented by teachers related to such an activity. Analyses of the responses indicate that a large proportion of preservice teachers use visual elements for their geometrical constructions and they are tended to use naive empiricism concerning their justifications. (Contains 7 figures and 4 tables.)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey