Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)
- Volume 13 Issue 4
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- Pages.349-377
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- 2009
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- 1226-6191(pISSN)
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- 2287-9943(eISSN)
In-Service Mathematics Teacher Training from the Van Hiele Theory Perspective
- Afonso, M. Candelaria (Department of Mathematical Analysis (Faculty of Mathematics), University of La Laguna) ;
- Camacho, Matias (Department of Mathematical Analysis (Faculty of Mathematics), University of La Laguna) ;
- Socas, Martin M. (Department of Mathematical Analysis (Faculty of Mathematics), University of La Laguna)
- Published : 2009.12.31
Abstract
In this work we present a study undertaken with in-service mathematics teachers of primary and secondary school where we describe and analyze the didactical competences needed to implement an innovative design in geometry applying Van Hiele's models. The relationship between such competences and an ideal teacher profile is also studied. Teachers' epistemology is established in terms of didactical competences and we can see that this epistemology is an element that helps us understand the difficulties that teachers face in practice when implementing an innovative curriculum, in this case, geometry based on the Van Hiele theory.
Keywords
- mathematics teacher training;
- training programme;
- didactic competences;
- Van Hide theory;
- Van Hiele's model