Elementary students' knowledge and teachers' pedagogical content knowledge(PCK) of 2D representations of 3D geometrical objects (Record no. 20264)

MARC details
000 -LEADER
fixed length control field 02811nam a2200193Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Shehayeb, Sanaa
Miscellaneous information Doctorat, تعليم الرياضيات
245 10 - TITLE STATEMENT
Title Elementary students' knowledge and teachers' pedagogical content knowledge(PCK) of 2D representations of 3D geometrical objects
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - école doctorale des lettres
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 282 pages
500 ## - GENERAL NOTE
General note النوع : Thèse
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of this study was to explore students’ knowledge as well as teachers’ pedagogical content knowledge of 2D representations of 3D geometric objects. Participants included students and their teachers from grades 4, 5 and 6 from two public and five private schools in Aley, Mount Lebanon. The total sample consisted of 96 students and 22 teachers (17 in-service and 6 pre-service). Students were given a questionnaire consisting of 65 items which reflected different abilities in 3D geometry (recognition, classification, comparison and construction), Van Hiele levels of reasoning (1, 2a, 2b and 3) and modes of representation (drawing, pictures and nets). Teachers were given a questionnaire comprised of 15 items in which more than 50% of the students had errors. In addition to solving the items, teachers were asked to predict and explain student misconceptions and propose strategies to deal with those misconceptions. Frequencies and percentages were used to analyze students’ and teachers’ responses. In addition, student responses were compared across grade level and achievement level while teacher responses were compared by teacher service type. Results showed that students performed best on the recognition of 3D objects represented in 2D and worst on the construction of nets. Moreover, students tended to perform at low Van Hiele levels, had the most difficulty in items pertaining to the nets representation and had the highest percentage of spatial visualization misconceptions. Grade level and achievement level differences were also evident. As for the teacher analysis, findings showed that while teachers were able to predict and explain a majority of students’ misconceptions they were unable to propose effective strategies to deal with them. Significant differences between in-service and pre-service teachers were also evident. Recommendations for future research and implications for practice are discussed.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education Math education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية تعليم الرياضيات طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

No items available.