The study investigates the characteristics of prospective teachers’ geometric discourses at the van Hiele model of thinking (1959/1985), using Sfard’s (2008) discursive framework. In this report, I align two prospective teachers’ pre- and post- van Hiele geometry test (Usiskin, 1982) results with the analyses of their geometric discourses from clinical interviews, to illustrate changes in geometric discourse when a student’s test results showed no change in van Hiele levels, and changes in geometric discourse when a student developed her thinking to the next van Hiele level. Revisiting the van Hiele model of thinking, complemented with a discursive lens, helped to understand learning as change in discourses, as prospective teacher develop thinking toward a higher van Hiele level.
Sasha Wang. "Understanding Prospective Teachers’ Levels of Geometric Thoughts: Insights from a Discursive Analysis" Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Available at: http://works.bepress.com/sasha_wang/20/