Investigating Shape and Space in Mathematics: A Case Study

Autor/in	Kotzé, Gary
Titel	Investigating Shape and Space in Mathematics: A Case Study
Quelle	In: South African Journal of Education, 27 (2007) 1, S.19-35 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Mathematics Instruction; Case Studies; Mathematical Concepts; Mathematics Skills; Concept Formation; Geometry; Spatial Ability; Geometric Concepts; Mathematics Teachers; Foreign Countries; College Students; Pedagogical Content Knowledge; Teaching Skills; Grade 10; Rural Schools; Urban Schools; Secondary School Students; Mathematical Logic; Mathematics Tests; Statistical Analysis; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Geometrie; Räumliches Vorstellungsvermögen; Elementare Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Collegestudent; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Sekundarschüler; Mathematical logics; Mathematische Logik; Statistische Analyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this investigation I focused on a process of activities of a particular group of teachers and learners. Basic skills in mastering mathematical concepts were addressed. The focus was on concept formation in the geometry classroom. The methodology involved an educational case study as a form of inquiry to investigate spatial sense. Evidence was obtained regarding mathematics teachers' and mathematics learners' knowledge of space and shape. Problems experienced in concept formation in geometry were investigated and analysed. An account is provided of how teachers and learners responded to problems related to space and shape. Information about the mathematical performance of a group of mathematics teachers and mathematics learners is organised, interpreted, and evaluated. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01