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.
This document was originally published in Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education by Psychology of Mathematics Education - North American Chapter. Copyright restrictions may apply.
Available at: http://works.bepress.com/sasha_wang/20/