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Assessing awareness, interest, and k...

Chen, Suanrong.

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Assessing awareness, interest, and knowledge of fractal geometry among secondary mathematics teachers in the United States and China.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessing awareness, interest, and knowledge of fractal geometry among secondary mathematics teachers in the United States and China./
Author:	Chen, Suanrong.
Description:	138 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714464
ISBN:	9781321917819

Assessing awareness, interest, and knowledge of fractal geometry among secondary mathematics teachers in the United States and China.
Chen, Suanrong.

Assessing awareness, interest, and knowledge of fractal geometry among secondary mathematics teachers in the United States and China. - 138 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2015.

Fractal geometry has gained great attention from mathematicians and scientists in the past three decades (Fraboni & Moller, 2008). As a new geometry language and subject, fractal geometry has significant value in teaching and learning secondary mathematics. The present study focused on investigating the current state of mathematics teachers' awareness, interest, and knowledge of fractal geometry in the United States (U.S.) and China, as well as the factors that influence them.

ISBN: 9781321917819Subjects--Topical Terms:

641129
Mathematics education.

Assessing awareness, interest, and knowledge of fractal geometry among secondary mathematics teachers in the United States and China.
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100 1 $a Chen, Suanrong. $3 3179890
245 1 0 $a Assessing awareness, interest, and knowledge of fractal geometry among secondary mathematics teachers in the United States and China.
300 $a 138 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Sherry Herron.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2015.
520 $a Fractal geometry has gained great attention from mathematicians and scientists in the past three decades (Fraboni & Moller, 2008). As a new geometry language and subject, fractal geometry has significant value in teaching and learning secondary mathematics. The present study focused on investigating the current state of mathematics teachers' awareness, interest, and knowledge of fractal geometry in the United States (U.S.) and China, as well as the factors that influence them.
520 $a The instrument of the study included a survey and a test designed by the researcher and validated by five experts. The results of the study indicated that secondary math teachers in the U.S. and China had very low levels of awareness of fractals and lack the knowledge and skills of solving fractal problems, but they had a higher level of interest in fractals related to classroom teaching and professional development as compared with their levels of awareness. Furthermore, the results of this study indicated that the factor 'experience of learning fractals' had the most positive effect on the average score of awareness. The factor nationality (U.S.) had the most positive effect on the average score of interest. The factor nationality (U.S.) had the most negative effect on the average score of knowledge.
590 $a School code: 0211.
650 4 $a Mathematics education. $3 641129
650 4 $a Science education. $3 521340
650 4 $a Teacher education. $3 3172312
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710 2 $a The University of Southern Mississippi. $b Science and Mathematics Education. $3 2093629
773 0 $t Dissertation Abstracts International $g 76-12A(E).
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791 $a Ph.D.
792 $a 2015
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3714464