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Increased Knowledge in Geometry and Instructional Practice

Jane O. Swafford, Graham A. Jones, Carol A. Thornton 

July 1997, Volume 28, Issue 4, Page 467

Abstract:
This study examined the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Forty-nine middle-grade (4–8) teachers participated in a 4-week program consisting of a content course in geometry and a research seminar on van Hiele theory. The pretest and posttest results showed significant gains in content knowledge and in van Hiele level. The analysis of a lesson-plan task revealed a significant shift in goals and expectations to the next higher van Hiele level. Follow-up observations of 8 teachers found marked changes in what was taught, how it was taught, and the characteristics teachers displayed. Teachers attributed these changes to increased geometrical content knowledge and research-based knowledge of student cognition.

Keywords:
Quantitative
Grades 3-5
Curriculum Developer
Conceptual Development
Grades 6-8
Geometry & Measurement
Teacher
Skill and Fluency
Professional Development / Teacher Education