1887

n Acta Academica - Pedagogical implications of students' misconceptions about deductive geometric proof

Volume 44, Issue 3
  • ISSN : 0587-2405

Abstract

The role of proof in school geometry has been a subject of intense debate throughout the twentieth century and that debate persists even today. This study aims to identify and analyse deductive geometric proof difficulties encountered by Bachelor of Education (BEd) in-service student teachers and to propose possible ways of remediating them. The authors conducted a content analysis of responses to a circle geometry item in an achievement test taken by 170 students. Although 78% of the students performed well in the deductive proof item, 22% evidenced misunderstandings or misconceptions which varied in complexity. The misconceptions were analysed into four categories and implications for pedagogy proffered to turn the misconceptions into critical teaching and learning opportunities.


Die rol van bewysvoering in skoolmeetkunde was 'n onderwerp van intense debat-voering gedurende die twintigste eeu en gaan vandag nog voort. Die doel van hierdie studie is om probleme wat onderwysers in die Baccalaureus Educationis (BEd) met deduktiewe bewysvoering in meetkunde ondervind te identifiseer, te ontleed en om voorstelle te maak vir remediëring. Die skrywers het die inhoud ontleed van onderwysers se antwoorde op 'n vraag in sirkelmeetkunde in 'n toets wat deur 170 onderwysers geskryf is. Hoewel 78% van die onderwysers goed gevaar het met die deduktiewe bewys, was dit uit 22% van die response duidelik dat hulle wanbegrippe of wanopvattings het wat wissel in kompleksiteit. Hierdie wanbegrippe is ontleed en in vier kategorieë opgedeel. Voorstelle word gemaak van die pedagogiese implikasies om hierdie wanbegrippe reg te stel en te omskep in waardevolle onderrig- en leergeleenthede.

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/content/academ/44/3/EJC131994
2012-01-01
2019-11-17

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