In-Service Middle and High School Mathematics Teachers: Geometric Reasoning Stages and Gender

Autor/in	Halat, Erdogan
Titel	In-Service Middle and High School Mathematics Teachers: Geometric Reasoning Stages and Gender
Quelle	In: Mathematics Educator, 18 (2008) 1, S.8-14 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-9017
Schlagwörter	High Schools; Geometric Concepts; Mathematics Teachers; Geometry; Gender Differences; Mathematics Instruction; Multiple Choice Tests; Thinking Skills; Teacher Characteristics; Theories; Teacher Evaluation; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; Elementare Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geometrie; Geschlechterkonflikt; Mathematics lessons; Mathematikunterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Denkfähigkeit; Theory; Theorie; Teacher appraisal; Lehrerbeurteilung; USA
Abstract	The purpose of this current study was to investigate the reasoning stages of in-service middle and high school mathematics teachers in geometry. There was a total of 148 in-service middle and high school mathematics teachers involved in the study. Participants' geometric reasoning stages were determined through a multiple-choice geometry test. The independent samples t-test with alpha = 0.05 was used in the analysis of the quantitative data. The study demonstrated that the in-service middle and high school mathematics teachers showed all the van Hiele levels, visualization, analysis, ordering, deduction, and rigor, and that there was no difference in terms of mean reasoning stage between in-service middle and high school mathematics teachers. Moreover, there was no gender difference found regarding the geometric thinking levels. (Contains 4 figures and 3 tables.) (As Provided).
Anmerkungen	Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10