Relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/br86b6420

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  • Prospective teachers enter teacher education programs with previously formed conceptions of geometry and its teaching. These conceptions help them make sense of new information about teaching, their roles as teachers, and their translation of mathematics into learning activities. The purpose of this study was to investigate the relationships among preservice teachers' conceptions of geometry, conceptions of teaching geometry and classroom practices. Ten preservice mathematics teachers completed a card sort task with an interview. They also participated in a videotape task which consisted of viewing three experienced geometry teachers on videotape. Four of these preservice teachers were observed eight times each during their professional internship experience. All interviews and observations were videotaped and transcribed for data analysis. Results of this study indicated a complex relationship between the preservice teachers' conceptions of geometry and conceptions of teaching geometry. The preservice teachers could not discuss their conceptions of geometry without discussing the teaching of geometry. Their conceptions about geometry and their belief that geometry was linear, in nature were so strong that these views became connected with their views of teaching geometry. Clearly, the preservice teachers' conceptions of geometry influenced their conceptions of teaching geometry and the teaching of subject matter influenced the preservice teachers' conceptions of geometry as well. The relationship between the preservice teachers' conceptions of geometry and their classroom practices was directly influenced by the textbooks used. They believed geometry was ordered according to the textbook and their classroom practices also followed the textbook. The relationship of the preservice teachers' conceptions of geometry teaching to classroom practices indicated that what the preservice teachers said they believed and what they did in the classroom were not always consistent. Their beliefs about teaching geometry rarely emerged in their classroom practices. Finally, these preservice teachers had an overwhelming concern with classroom management. This concern governed their thinking about teaching.
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