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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/2036 |
| Date | 11 1900 |
| Creators | Ndlovu, Mdutshekelwa |
| Contributors | De Villiers, Michael D., Wessels, Dirk Cornelis Johannes |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (x, 108 leaves) |
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