About this book
Sasha Wang revisits the van Hiele model of geometric thinking with Sfard’s discursive framework to investigate geometric thinking from a discourse perspective. The author focuses on describing and analyzing pre-service teachers’ geometric discourse across different van Hiele levels. The explanatory power of Sfard’s framework provides a rich description of how pre-service teachers think in the context of quadrilaterals. It also contributes to our understanding of human thinking that is illustrated through the analysis of geometric discourse accompanied by vignettes.
- Theoretical Basis: The van Hiele Model
- Theoretical Framework: Learning as Communicating, Sfard’s Discursive Framework, and the Levels of Geometric Discourse
- Methodology: Participants, the van Hiele Geometry Test, Interview Tasks
- Data Collection and Analysis
- Results from the van Hiele Geometry Test and One-on-One Interviews
- Changes in van Hiele Levels and Changes in Geometric Discourse
- Researchers, academics, and scholars of mathematics and didactics
The AuthorDr. Sasha Wang is an assistant professor of mathematics education at the Boise State University, Idaho, United States.