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Preservice secondary mathematics tea...

Belbase, Shashidhar.

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Preservice secondary mathematics teachers' beliefs about teaching geometric transformations using Geometer's Sketchpad.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Preservice secondary mathematics teachers' beliefs about teaching geometric transformations using Geometer's Sketchpad./
Author:	Belbase, Shashidhar.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	293 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-02, Section: A.
Contained By:	Dissertations Abstracts International77-02A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3711456
ISBN:	9781321876888

Preservice secondary mathematics teachers' beliefs about teaching geometric transformations using Geometer's Sketchpad.
Belbase, Shashidhar.

Preservice secondary mathematics teachers' beliefs about teaching geometric transformations using Geometer's Sketchpad. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 293 p.

Source: Dissertations Abstracts International, Volume: 77-02, Section: A.

Thesis (Ph.D.)--University of Wyoming, 2015.

This item must not be added to any third party search indexes.

This study of Preservice Secondary Mathematics Teachers' Beliefs about Teaching Geometric Transformations (GTs) using Geometer's Sketchpad (GSP) aimed to explore the beliefs hold by preservice secondary mathematics teachers about teaching geometric transformations with Geometer's Sketchpad. In this study, I applied three methodological iterations. The first iteration was a pilot study of Preservice Secondary Mathematics Teachers' Beliefs about Teaching Mathematics with Technology. The second iteration was a study of Beliefs about Teaching Geometric Transformations Using Geometer's Sketchpad: A Reflexive Abstraction. The third and final iteration was the study of Preservice Secondary Mathematics Teachers' Beliefs about Teaching Geometric Transformations Using Geometer's Sketchpad. This study used five assumptions of radical constructivist grounded theory (RCGT) - symbiotic relation between the researcher and the participants, the participants and the researcher's voice, research as a cognitive function, research as an adaptive function, and praxis as quality criteria - synthesized from radical constructivist epistemology and grounded theory methodology. Five task-based interviews in the problematic contexts of teaching GTs by using GSP were administered with each of the two participants. The first analytical and interpretive approach generated six major categories associated with beliefs about action, affect, attitude, cognition, environment, and object of teaching GTs with GSP. The constructivist re-interpretation approach entered into epistemic scaffolding with holistic findings of the participants' beliefs in terms of reflective and reflexive beliefs that were associated with their anticipated practices of using GSP for teaching GTs. Some implications of the study have been discussed.

ISBN: 9781321876888Subjects--Topical Terms:

641129
Mathematics education.

Preservice secondary mathematics teachers' beliefs about teaching geometric transformations using Geometer's Sketchpad.
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520 $a This study of Preservice Secondary Mathematics Teachers' Beliefs about Teaching Geometric Transformations (GTs) using Geometer's Sketchpad (GSP) aimed to explore the beliefs hold by preservice secondary mathematics teachers about teaching geometric transformations with Geometer's Sketchpad. In this study, I applied three methodological iterations. The first iteration was a pilot study of Preservice Secondary Mathematics Teachers' Beliefs about Teaching Mathematics with Technology. The second iteration was a study of Beliefs about Teaching Geometric Transformations Using Geometer's Sketchpad: A Reflexive Abstraction. The third and final iteration was the study of Preservice Secondary Mathematics Teachers' Beliefs about Teaching Geometric Transformations Using Geometer's Sketchpad. This study used five assumptions of radical constructivist grounded theory (RCGT) - symbiotic relation between the researcher and the participants, the participants and the researcher's voice, research as a cognitive function, research as an adaptive function, and praxis as quality criteria - synthesized from radical constructivist epistemology and grounded theory methodology. Five task-based interviews in the problematic contexts of teaching GTs by using GSP were administered with each of the two participants. The first analytical and interpretive approach generated six major categories associated with beliefs about action, affect, attitude, cognition, environment, and object of teaching GTs with GSP. The constructivist re-interpretation approach entered into epistemic scaffolding with holistic findings of the participants' beliefs in terms of reflective and reflexive beliefs that were associated with their anticipated practices of using GSP for teaching GTs. Some implications of the study have been discussed.
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