dc.contributor.advisor |
Wessels, Dirk Cornelis Johannes
|
|
dc.contributor.advisor |
De Villiers, Michael D.
|
|
dc.contributor.author |
Ndlovu, Mdutshekelwa
|
|
dc.date.accessioned |
2018-04-18T07:13:59Z |
|
dc.date.available |
2018-04-18T07:13:59Z |
|
dc.date.issued |
2004-11 |
|
dc.date.submitted |
2018-04 |
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dc.identifier.citation |
Ndlovu, Mdutshekelwa (2004) An analysis of teacher competences in a problem-centred approach to dynamic geometry teaching, University of South Africa, Pretoria, <http://hdl.handle.net/10500/23786> |
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dc.identifier.uri |
http://hdl.handle.net/10500/23786 |
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dc.description.abstract |
The subject of teacher competences or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competences necessary in the orchestration of a problem-centred approach to dynamic geometry teaching and learning. The advent of dynamic geometry environments into classrooms has placed new demands and expectations on mathematics teachers.
In this study the Teacher Development Experiment was used as the main method of investigation. Twenty third-year mathematics major teachers participated in workshop and microteaching sessions involving the use of the Geometer’s Sketchpad dynamic geometry software in the teaching and learning of the geometry of triangles and quadrilaterals. Five intersecting categories of teacher competences were identified: mathematical/geometrical competences, pedagogical competences, computer and software competences, language and assessment competencies. |
en |
dc.format.extent |
1 online resource (x, 108 leaves) : illustrations (chiefly color), graphs (chiefly color) |
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dc.language.iso |
en |
en |
dc.subject |
Dynamic geometry environments |
en |
dc.subject |
Dynamic geometry software |
en |
dc.subject |
Geometer’s Sketchpad |
en |
dc.subject |
Pre-constructed sketch |
en |
dc.subject |
Dragging |
en |
dc.subject |
Animation |
en |
dc.subject |
Freehand tools |
en |
dc.subject |
Geometry |
en |
dc.subject |
Teacher Development Experiment |
en |
dc.subject |
Problem-Centred Approach |
en |
dc.subject |
Deductive reasoning |
en |
dc.subject |
Van Hiele levels of geometric thought |
en |
dc.subject |
Presentation sketch |
en |
dc.subject |
Teacher competencies |
en |
dc.subject |
Structure of Observed Learning Outcome |
en |
dc.subject |
Prestructural understanding |
en |
dc.subject |
Unistructural understanding |
en |
dc.subject |
Multistructural understanding |
en |
dc.subject |
Relational understanding |
en |
dc.subject.ddc |
516.00711 |
|
dc.subject.lcsh |
Geometry -- Study and teaching (Higher) -- Case studies |
en |
dc.subject.lcsh |
Teachers -- Rating of -- Case studies |
en |
dc.title |
An analysis of teacher competences in a problem-centred approach to dynamic geometry teaching |
en |
dc.type |
Dissertation |
en |
dc.description.department |
Mathematics Education |
en |
dc.description.degree |
M. Ed. (Mathematics Education) |
|