Literaturnachweis - Detailanzeige
| Autor/in | Dinis da Costa, Daniel |
|---|---|
| Titel | Mozambican Student-Teachers' Perceptions of Developing Their Understanding of Teaching Spatially Dependent Geometry |
| Quelle | In: African Journal of Research in Mathematics, Science and Technology Education, 18 (2014) 1, S.25-39 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1029-8457 |
| DOI | 10.1080/10288457.2014.884354 |
| Schlagwörter | Student Attitudes; Mixed Methods Research; Preservice Teachers; Focus Groups; Geometric Concepts; Mathematics Instruction; Questionnaires; Statistical Analysis; Foreign Countries; Factor Analysis; Teaching Methods; Spatial Ability; Visualization; Multiple Regression Analysis; Mozambique |
| Abstract | This article presents student-teachers' perceptions of spatial 3D-descriptive geometry education in Mozambique. To interpret a 3D object through 2D projections and vice-versa requires spatial abilities that are deemed crucial for learning in any spatially dependent discipline such as 3D-descriptive geometry, engineering and technical-vocational disciplines. Such spatial abilities can be developed through training. In order to establish student-teachers' views on the main characteristics of spatial 3D-descriptive geometry education, an exploratory study was conducted employing a mixed-methods approach to elicit data from 120 participants at a higher education institution, through semi-structured focus group discussion. Data analysis was conducted using the technique of categorising themes from data, and using these themes developing a 40-item questionnaire. Exploratory factor analysis, multivariate regression and path analysis of the questionnaire responses were used to propose the study's model. The emerging theory shows a model for developing 3D geometry as consisting of four distinct factors: spatial visualisation and reasoning; evaluation and learning support; professional learning of geometry; and practice. The evidence shows that spatial visualisation and reasoning is seen as a main predictor of learning 3D-descriptive geometry. The data also show that further research is needed into 3D-descriptive geometry instructional material for its content validity. It would also be interesting if studies could be undertaken on students' perceptions of 3D-descriptive geometry education using more extended theoretical frameworks. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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