id: 06580983
dt: a
an: 2016c.00140
au: Girnat, Boris
ti: Teachers’ geometrical paradigms as central curricular beliefs in the
context of mathematical worldviews and goals of education.
so: Bernack-Schüler, Carola (ed.) et al., Views and beliefs in mathematics
education. Results of the 19th MAVI conference, Freiburg, Germany,
September 25‒28, 2013. Wiesbaden: Springer Spektrum (ISBN
978-3-658-09613-7/pbk; 978-3-658-09614-4/ebook). Freiburger Empirische
Forschung in der Mathematikdidaktik, 15-26 (2015).
py: 2015
pu: Wiesbaden: Springer Spektrum
la: EN
cc: C29 D30
ut: teachers’ beliefs; geometrical working spaces; mathematical worldviews;
goals of education
ci:
li: doi:10.1007/978-3-658-09614-4_2
ab: 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.
rv: