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Wang, Sasha.

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Discourse perspective of geometric thoughts

Record Type:	Electronic resources : Monograph/item
Title/Author:	Discourse perspective of geometric thoughts/ by Sasha Wang.
Author:	Wang, Sasha.
Published:	Wiesbaden :Springer Fachmedien Wiesbaden : : 2016.,
Description:	xxiii, 232 p. :ill., digital ;24 cm.
[NT 15003449]:	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.
Contained By:	Springer eBooks
Subject:	Geometry - Study and teaching. -
Online resource:	http://dx.doi.org/10.1007/978-3-658-12805-0
ISBN:	9783658128050

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

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

562487
Geometry
--Study and teaching.

LC Class. No.: QA461 / .W36 2016

Dewey Class. No.: 516.0071

Discourse perspective of geometric thoughts
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245 1 0 $a Discourse perspective of geometric thoughts $h [electronic resource] / $c by Sasha Wang.
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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.
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