This study attempted to explore a possible relationship between diagrammatic reasoning and geometric knowledge of pre-service mathematics teachers. Diagrammatic reasoning skills, as a sequence of steps from visualization, to interpretation, to formalisms, are at the core of teachers"™ content knowledge for teaching. However, there is no course in the mathematics curriculum that systematically develops diagrammatic reasoning skills, except Geometry. In the course of this study, a group of volunteers in the last semester of their teacher preparation program were presented with "visual proofs" of certain theorems from high school mathematics curriculum and asked to prove/explain these theorems by reasoning from the diagrams. The results of the interviews were analyzed with respect to the participants"™ attained van Hiele levels. The study found that participants who attained higher van Hiele levels were more skilled at recognizing visual theorems and "proving" them. Moreover, the study found a correspondence between participants"™ diagrammatic reasoning skills and certain behaviors attributed to van Hiele levels. However, the van Hiele levels attained by the participants were consistently higher than their diagrammatic reasoning skills would indicate.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/D8Z03G5W |
| Date | January 2012 |
| Creators | Karrass, Margaret |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
Page generated in 0.0024 seconds