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ERIC Number: ED560259
Record Type: Non-Journal
Publication Date: 2015-May
Pages: 294
Abstractor: As Provided
Reference Count: 426
ISBN: N/A
ISSN: N/A
Pre-Service Secondary Mathematics Teachers' Beliefs about Teaching Geometric Transformations Using Geometer's Sketchpad
Belbase, Shashidhar
Online Submission, Ph.D. Dissertation, University of Wyoming
This study of "Preservice Secondary Mathematics Teachers' Beliefs about Teaching Geometric Transformations (GTs) using Geometer's Sketchpad (GSP)" aimed to explore the beliefs hold by preservice secondary mathematics teachers about teaching geometric transformations with Geometer's Sketchpad. In this study, I applied three methodological iterations. The first iteration was a pilot study of Preservice Secondary Mathematics Teachers' Beliefs about Teaching Mathematics with Technology. The second iteration was a study of Beliefs about Teaching Geometric Transformations Using Geometer's Sketchpad: A Reflexive Abstraction. The third and final iteration was the study of Preservice Secondary Mathematics Teachers' Beliefs about Teaching Geometric Transformations Using Geometer's Sketchpad. This study used five assumptions of radical constructivist grounded theory (RCGT)--symbiotic relation between the researcher and the participants, the participants and the researcher's voice, research as a cognitive function, research as an adaptive function, and praxis as quality criteria--synthesized from radical constructivist epistemology and grounded theory methodology. Five task-based interviews in the problematic contexts of teaching GTs by using GSP were administered with each of the two participants. The first analytical and interpretive approach generated six major categories associated with beliefs about action, affect, attitude, cognition, environment, and object of teaching GTs with GSP. The constructivist re-interpretation approach entered into epistemic scaffolding with holistic findings of the participants' beliefs in terms of reflective and reflexive beliefs that were associated with their anticipated practices of using GSP for teaching GTs. Some implications of the study have been discussed. Two appendices are included: (1) Task Situations and Questions for Interviews; and (2) Letter from the Institutional Review Board (IRB).
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A