Citation

Using Factor Analysis to Understand High School Mathematics Teachers' Beliefs about Teaching Geometry

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

Since the Committee of Ten met in 1893, there continues to exist a dilemma of how, why and when geometry should be taught. The aim of this study was to examine high school mathematics teachers' beliefs about geometry and its teaching with respect its role in the curriculum, the uses of manipulatives and dynamic geometry software in the classroom, and the role of proofs. Data was collected 520 teachers using questionnaires that included Likert type statements and open-ended questions. Also an intervention case study was conducted with one teacher. A three factor solution emerged from the analysis that revealed a disposition towards activities, a disposition towards an appreciation of geometry and its applications and a disposition towards abstraction. These results allow for classification of teachers into one of eight groups depending on whether their scores were positive or negative on the three factors. Knowing the teacher typology allows for appropriate professional development and informs teacher education and policy makers.
Convention
All Academic Convention can solve the abstract management needs for any association's annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: The Mathematical Association of America MathFest
URL:
http://www.maa.org


Citation:
URL: http://citation.allacademic.com/meta/p435664_index.html
Direct Link:
HTML Code:

MLA Citation:

Strassfeld, Brenda. "Using Factor Analysis to Understand High School Mathematics Teachers' Beliefs about Teaching Geometry" Paper presented at the annual meeting of the The Mathematical Association of America MathFest, Omni William Penn, Pittsburgh, PA, Aug 05, 2010 <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p435664_index.html>

APA Citation:

Strassfeld, B. , 2010-08-05 "Using Factor Analysis to Understand High School Mathematics Teachers' Beliefs about Teaching Geometry" Paper presented at the annual meeting of the The Mathematical Association of America MathFest, Omni William Penn, Pittsburgh, PA <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p435664_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Since the Committee of Ten met in 1893, there continues to exist a dilemma of how, why and when geometry should be taught. The aim of this study was to examine high school mathematics teachers' beliefs about geometry and its teaching with respect its role in the curriculum, the uses of manipulatives and dynamic geometry software in the classroom, and the role of proofs. Data was collected 520 teachers using questionnaires that included Likert type statements and open-ended questions. Also an intervention case study was conducted with one teacher. A three factor solution emerged from the analysis that revealed a disposition towards activities, a disposition towards an appreciation of geometry and its applications and a disposition towards abstraction. These results allow for classification of teachers into one of eight groups depending on whether their scores were positive or negative on the three factors. Knowing the teacher typology allows for appropriate professional development and informs teacher education and policy makers.


Similar Titles:
School mathematics reform and teaching in Peru: An analysis from mathematics teachers’ practices, beliefs and knowledge

Activities, Appreciation, and Abstraction: High School Mathematics Teachers' Beliefs about Teaching/Learning Geometry

School mathematics reform and teacher education programs in Peru. An analysis of mathematics future teachers’ beliefs and opportunities to learn


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.