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ERIC Number: EJ1091423
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1479-4802
How Do They Know It Is a Parallelogram? Analysing Geometric Discourse at Van Hiele Level 3
Wang, Sasha; Kinzel, Margaret
Research in Mathematics Education, v16 n3 p288-305 2014
In this article, we introduce Sfard's discursive framework and use it to investigate prospective teachers' geometric discourse in the context of quadrilaterals. In particular, we focus on describing and analysing two participants' use of mathematical words and substantiation routines related to parallelograms and their properties at van Hiele level 3 thinking. Our findings suggest that a single van Hiele level of thinking encompasses a range of complexity of reasoning and differences in discourse and thus a deeper investigation of students' mathematical thinking within assigned van Hiele levels is warranted.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A