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1	An analysis of teacher competencies in a problem-centred approach to dynamic Geometry teaching Ndlovu, Mdutshekelwa 11 1900 (has links) The subject of teacher competencies or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competencies 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 competencies were identified: mathematical/geometrical competencies. pedagogical competencies. computer and software competences, language and assessment competencies. / Mathematical Sciences / M. Ed. (Mathematical Education) Dynamic geometry environments Dynamic geometry software Geometer's Sketchpad Pre-constructed sketch Dragging Animation Freehand tools Geometry Teacher Development Experiment Problem-centred approach Deductive reasoning Van Hiele levels of geometric thought Presentation sketch Teacher competencies Structure of Observed Learning Outcome Prestructural understanding Unistructural understanding Multistructural understanding Relational understanding 516.00711 Geometry -- Study and teaching (Higher) Teachers -- Rating of
2	An analysis of teacher competences in a problem-centred approach to dynamic geometry teaching Ndlovu, Mdutshekelwa 04 1900 (has links) 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. / Mathematics Education / M. Ed. (Mathematics Education) Dynamic geometry environments Dynamic geometry software Geometer’s Sketchpad Pre-constructed sketch Dragging Animation Freehand tools Geometry Teacher Development Experiment Problem-Centred Approach Deductive reasoning Van Hiele levels of geometric thought Presentation sketch Teacher competencies Structure of Observed Learning Outcome Prestructural understanding Unistructural understanding Multistructural understanding Relational understanding 516.00711 Teachers -- Rating of -- Case studies

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An analysis of teacher competencies in a problem-centred approach to dynamic Geometry teaching

An analysis of teacher competences in a problem-centred approach to dynamic geometry teaching