@inbook {MATHEDUC.06580983,
author = {Girnat, Boris},
title = {Teachers' geometrical paradigms as central curricular beliefs in the context of mathematical worldviews and goals of education.},
year = {2015},
booktitle = {Views and beliefs in mathematics education. Results of the 19th MAVI conference, Freiburg, Germany, September 25--28, 2013},
isbn = {978-3-658-09613-7},
pages = {15-26},
publisher = {Wiesbaden: Springer Spektrum},
doi = {10.1007/978-3-658-09614-4_2},
abstract = {Summary: This article presents some results of a qualitative study on secondary teachers' beliefs, reconstructed as so-called individual curricula, a concept to represent a teacher's argumentative connections between his choice of content, methods, and goals of education. Within these individual curricula, two archetypes are figured out that are supposed to be oppositional in three dimensions: in the use of Geometrical Working Spaces in classroom teaching, in the general mathematical worldview, and in the choice of goals of education a teacher intends to achieve by teaching elementary geometry. The first archetype is characterised by deductive standards, a static view on mathematics, and expert-oriented goals of education; the second one is more empirical, dynamic, and guided by pragmatic goals of education.},
msc2010 = {C29xx (D30xx)},
identifier = {2016c.00140},
}