Transformational and constraint-based geometry tasks and there influence on preservice teachers’ geometric reasoning and justification
Start Date
7-8-2026 12:00 PM
End Date
7-8-2026 12:15 PM
Location
ALT 205
Abstract
Teaching preservice teachers that learning is based on beliefs about ability and not just learning visually, auditorily, etc, is important to their future observations of students and in helping their own students develop as learners. In most cases, teaching preservice teachers is based on intake of information and whether or not they are able to do the math or work it out. This causes many preservice teachers to have a fear of teaching math and results in them either making math a small part of their curriculum or not teaching confidently which gives the students a fear of math as well. We used research from The van Hiele Model of Geometric Thinking to group questions by learning levels from their first two assignments and compare that to the learning level of their final assessment. The data were grouped by the suggestions of The van Hiele Model of Geometric Thinking to help us understand (a) the students initial learning level, and (b) look at the growth in learning throughout the semester. Throughout the study, we found that giving students a more “believe that you can do this” approach allows for them to grow in their own ways. This gives them different levels of understanding but still shows growth in each individual student. We saw that 90% of students grew in their knowledge by an average of 40% .
Transformational and constraint-based geometry tasks and there influence on preservice teachers’ geometric reasoning and justification
ALT 205
Teaching preservice teachers that learning is based on beliefs about ability and not just learning visually, auditorily, etc, is important to their future observations of students and in helping their own students develop as learners. In most cases, teaching preservice teachers is based on intake of information and whether or not they are able to do the math or work it out. This causes many preservice teachers to have a fear of teaching math and results in them either making math a small part of their curriculum or not teaching confidently which gives the students a fear of math as well. We used research from The van Hiele Model of Geometric Thinking to group questions by learning levels from their first two assignments and compare that to the learning level of their final assessment. The data were grouped by the suggestions of The van Hiele Model of Geometric Thinking to help us understand (a) the students initial learning level, and (b) look at the growth in learning throughout the semester. Throughout the study, we found that giving students a more “believe that you can do this” approach allows for them to grow in their own ways. This gives them different levels of understanding but still shows growth in each individual student. We saw that 90% of students grew in their knowledge by an average of 40% .
