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dc.contributor.creatorHourigan, Mairead
dc.contributor.creatorLeavy, Aisling
dc.date.accessioned2018-10-23T14:11:35Z
dc.date.available2018-10-23T14:11:35Z
dc.date.issued2017
dc.identifier.citationMairéad Hourigan & Aisling M. Leavy (2017). Preservice Primary Teachers' Geometric Thinking: Is Pre-Tertiary Mathematics Education Building Sufficiently Strong Foundations? The Teacher Educator, 52:4, 346-364, DOI: 10.1080/08878730.2017.1349226en_US
dc.identifier.urihttp://hdl.handle.net/10395/2309
dc.descriptionPre-service primary teachers’ geometric thinking: is pre-tertiary mathematics education building sufficiently strong foundations?en_US
dc.description.abstractTeacher knowledge is a critical focus of educational research in light of the potential impact of teacher knowledge on student learning. The dearth of research exploring entry-level pre-service teachers’ geometric knowledge poses an onerous challenge for mathematics educators in initial teacher education (ITE) when designing experiences that develop pre-service teachers’ geometric knowledge to support the task of teaching. This study examines the geometric thinking levels of entry-level Irish pre-service primary teachers (n=381). Participants’ geometric thinking levels were determined through a multiple-choice geometry test (van Hiele Geometry Test (VHGT)) prior to commencing a Geometry course within their ITE programme. The findings reveal limited geometric thinking among half of the cohort and question the extent to which pre-tertiary experiences develop appropriate foundations to facilitate a smooth transition into ITE mathematics programmes. The study also examines the nature of misconceptions among those with limited geometric thinking and presents suggestions for appropriate ITE response.en_US
dc.language.isoengen_US
dc.publisherRoutledge [Taylor & Francis]en_US
dc.relation.ispartofseries52;4
dc.rights.urihttps://www.tandfonline.com/doi/pdf/10.1080/08878730.2017.1349226?needAccess=trueen_US
dc.subjectGeometric thinkingen_US
dc.subjectInitial teacher education (ITE)en_US
dc.subjectPre-service primary teachersen_US
dc.subjectVan Hieleen_US
dc.subjectTeacher knowledgeen_US
dc.titlePre-service primary teachers’ geometric thinking: Is pre-tertiary mathematics education building sufficiently strong foundations? (Pre-published version)en_US
dc.typeArticleen_US
dc.type.supercollectionall_mic_researchen_US
dc.type.supercollectionmic_published_revieweden_US
dc.description.versionYesen_US
dc.identifier.doi10.1080/08878730.2017.1349226


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