Article Summary

In-Service Middle and High School Mathematics Teachers: Geometric Reasoning and Gender    PDF

2008, Vol. 18, No. 1, 8-14

The purpose of this current study was to investigate the reasoning stages of in-service middle and high school mathematics teachers in geometry. There was a total of 148 in-service middle and high school mathematics teachers involved in the study. Participantsí geometric reasoning stages were determined through a multiple-choice geometry test. The independent samples t-test with ? = 0.05 was used in the analysis of the quantitative data. The study demonstrated that the in-service middle and high school mathematics teachers showed all the van Hiele levels, visualization, analysis, ordering, deduction, and rigor, and that there was no difference in terms of mean reasoning stage between in-service middle and high school mathematics teachers. Moreover, there was no gender difference found regarding the geometric thinking levels.

About the Author:
Erdogan Halat is currently an Assistant Professor in the Department of Secondary Science and Mathematics Education at Afyon Kocatepe University, Turkey. He received his Ph.D. in Mathematics Education from Florida State University. His interests include van Hiele theory, motivation, webquests, and gender.

Last modified: 30 July 2012.
© 2012 by the Mathematics Education Student Association at The University of Georgia. All rights reserved.

The content and opinions expressed on this Web page do not necessarily reflect the views of nor are
they endorsed by the University of Georgia or the University System of Georgia.