國立高雄大學圖資館 |

Language: English

Back

Discourse perspective of geometric t...

SpringerLink (Online service)

Discourse perspective of geometric thoughts

Record Type:	Electronic resources : Monograph/item
Title/Author:	Discourse perspective of geometric thoughtsby Sasha Wang.
Author:	Wang, Sasha.
Published:	Wiesbaden :Springer Fachmedien Wiesbaden :2016.
Description:	xxiii, 232 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	GeometryStudy and teaching.
Online resource:	http://dx.doi.org/10.1007/978-3-658-12805-0
ISBN:	9783658128050$q(electronic bk.)

Discourse perspective of geometric thoughts
Wang, Sasha.

Discourse perspective of geometric thoughts[electronic resource] /by Sasha Wang. - Wiesbaden :Springer Fachmedien Wiesbaden :2016. - xxiii, 232 p. :ill., digital ;24 cm. - Perspektiven der mathematikdidaktik. - Perspektiven der mathematikdidaktik..

Theoretical Basis: The van Hiele Model -- Theoretical Framework: Learning as Communicating, Sfard's Discursive Framework, and the Levels of Geometric Discourse -- Methodology: Participants, the van Hiele Geometry Test, Interview Tasks -- Data Collection and Analysis -- Results from the van Hiele Geometry Test and One-on-One Interviews -- Changes in van Hiele Levels and Changes in Geometric Discourse.

Sasha Wang revisits the van Hiele model of geometric thinking with Sfard's discursive framework to investigate geometric thinking from a discourse perspective. The author focuses on describing and analyzing pre-service teachers' geometric discourse across different van Hiele levels. The explanatory power of Sfard's framework provides a rich description of how pre-service teachers think in the context of quadrilaterals. It also contributes to our understanding of human thinking that is illustrated through the analysis of geometric discourse accompanied by vignettes. Contents Theoretical Basis: The van Hiele Model Theoretical Framework: Learning as Communicating, Sfard's Discursive Framework, and the Levels of Geometric Discourse Methodology: Participants, the van Hiele Geometry Test, Interview Tasks Data Collection and Analysis Results from the van Hiele Geometry Test and One-on-One Interviews Changes in van Hiele Levels and Changes in Geometric Discourse Target Groups Researchers, academics, and scholars of mathematics and didactics Teachers The Author Dr. Sasha Wang is an assistant professor of mathematics education at the Boise State University, Idaho, United States.

ISBN: 9783658128050$q(electronic bk.)

Standard No.: 10.1007/978-3-658-12805-0doiSubjects--Topical Terms:

680660
Geometry
--Study and teaching.

LC Class. No.: QA461 / .W36 2016

Dewey Class. No.: 516.0071

Discourse perspective of geometric thoughts
LDR:02588nmm a2200337 a 4500 001 483934
003 DE-He213
005 20160921084854.0
006 m d
007 cr nn 008maaau
008 161012s2016 gw s 0 eng d
020 $a 9783658128050$q(electronic bk.)
020 $a 9783658128043$q(paper)
024 7 $a 10.1007/978-3-658-12805-0 $2 doi
035 $a 978-3-658-12805-0
040 $a GP $c GP
041 0 $a eng
050 4 $a QA461 $b .W36 2016
072 7 $a JNU $2 bicssc
072 7 $a PB $2 bicssc
072 7 $a EDU029010 $2 bisacsh
082 0 4 $a 516.0071 $2 23
090 $a QA461 $b .W246 2016
100 1 $a Wang, Sasha. $3 741928
245 1 0 $a Discourse perspective of geometric thoughts $h [electronic resource] / $c by Sasha Wang.
260 $a Wiesbaden : $b Springer Fachmedien Wiesbaden : $b Imprint: Springer Spektrum, $c 2016.
300 $a xxiii, 232 p. : $b ill., digital ; $c 24 cm.
490 1 $a Perspektiven der mathematikdidaktik
505 0 $a Theoretical Basis: The van Hiele Model -- Theoretical Framework: Learning as Communicating, Sfard's Discursive Framework, and the Levels of Geometric Discourse -- Methodology: Participants, the van Hiele Geometry Test, Interview Tasks -- Data Collection and Analysis -- Results from the van Hiele Geometry Test and One-on-One Interviews -- Changes in van Hiele Levels and Changes in Geometric Discourse.
520 $a Sasha Wang revisits the van Hiele model of geometric thinking with Sfard's discursive framework to investigate geometric thinking from a discourse perspective. The author focuses on describing and analyzing pre-service teachers' geometric discourse across different van Hiele levels. The explanatory power of Sfard's framework provides a rich description of how pre-service teachers think in the context of quadrilaterals. It also contributes to our understanding of human thinking that is illustrated through the analysis of geometric discourse accompanied by vignettes. Contents Theoretical Basis: The van Hiele Model Theoretical Framework: Learning as Communicating, Sfard's Discursive Framework, and the Levels of Geometric Discourse Methodology: Participants, the van Hiele Geometry Test, Interview Tasks Data Collection and Analysis Results from the van Hiele Geometry Test and One-on-One Interviews Changes in van Hiele Levels and Changes in Geometric Discourse Target Groups Researchers, academics, and scholars of mathematics and didactics Teachers The Author Dr. Sasha Wang is an assistant professor of mathematics education at the Boise State University, Idaho, United States.
650 0 $a Geometry $x Study and teaching. $3 680660
650 0 $a Van Hiele Model. $3 741930
650 1 4 $a Education. $3 177995
650 2 4 $a Mathematics Education. $3 274700
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
830 0 $a Perspektiven der mathematikdidaktik. $3 741929
856 4 0 $u http://dx.doi.org/10.1007/978-3-658-12805-0
950 $a Education (Springer-41171)