An analysis of the impact of a geometry course on pre-service teachers understanding of geometry

 

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dc.contributor.advisor Breen, Chris en_ZA
dc.contributor.author McAuliffe, Sharon M en_ZA
dc.date.accessioned 2016-02-23T07:26:19Z
dc.date.available 2016-02-23T07:26:19Z
dc.date.issued 1999 en_ZA
dc.identifier.citation McAuliffe, S. 1999. An analysis of the impact of a geometry course on pre-service teachers understanding of geometry. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/17218
dc.description Includes bibliography. en_ZA
dc.description.abstract This dissertation examines the impact of a geometry course on pre-service teachers' levels of understanding of geometry. It is located within the Van Hiele model of geometric development which provides a conceptual framework to assess and analyse the progress of students. The study was conducted at a College of Education which prepares teachers for primary school teaching. It involved 26 second year, pre-service teachers over a 9 week period in a geometry course. The students were assessed for their levels of understanding before and after the course using a diagnostic instrument developed by Mayberry (1981) to assess the Van Hiele levels of pre-service teachers. An in-depth investigation of 8 students provided further insight into students' levels of understanding through course work and assignments. The overall findings of the study revealed that the majority of students had low levels of understanding of geometry before and after the course. However, those who had taken high school mathematics performed better than those without, although few managed to reach the higher levels. The results highlight the need for teachers to develop higher levels of understanding before being able to teach and design activities that are appropriate for learners. Little improvement in performance of learners on national and international competitions will occur while teachers continue to register low levels of understanding. It is crucial that time, resources and training are provided to all teachers if effective change is to occur in the mathematics classroom. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Education en_ZA
dc.title An analysis of the impact of a geometry course on pre-service teachers understanding of geometry en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation McAuliffe, S. M. (1999). <i>An analysis of the impact of a geometry course on pre-service teachers understanding of geometry</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17218 en_ZA
dc.identifier.chicagocitation McAuliffe, Sharon M. <i>"An analysis of the impact of a geometry course on pre-service teachers understanding of geometry."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1999. http://hdl.handle.net/11427/17218 en_ZA
dc.identifier.vancouvercitation McAuliffe SM. An analysis of the impact of a geometry course on pre-service teachers understanding of geometry. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1999 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17218 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - McAuliffe, Sharon M AB - This dissertation examines the impact of a geometry course on pre-service teachers' levels of understanding of geometry. It is located within the Van Hiele model of geometric development which provides a conceptual framework to assess and analyse the progress of students. The study was conducted at a College of Education which prepares teachers for primary school teaching. It involved 26 second year, pre-service teachers over a 9 week period in a geometry course. The students were assessed for their levels of understanding before and after the course using a diagnostic instrument developed by Mayberry (1981) to assess the Van Hiele levels of pre-service teachers. An in-depth investigation of 8 students provided further insight into students' levels of understanding through course work and assignments. The overall findings of the study revealed that the majority of students had low levels of understanding of geometry before and after the course. However, those who had taken high school mathematics performed better than those without, although few managed to reach the higher levels. The results highlight the need for teachers to develop higher levels of understanding before being able to teach and design activities that are appropriate for learners. Little improvement in performance of learners on national and international competitions will occur while teachers continue to register low levels of understanding. It is crucial that time, resources and training are provided to all teachers if effective change is to occur in the mathematics classroom. DA - 1999 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1999 T1 - An analysis of the impact of a geometry course on pre-service teachers understanding of geometry TI - An analysis of the impact of a geometry course on pre-service teachers understanding of geometry UR - http://hdl.handle.net/11427/17218 ER - en_ZA


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