ppt napoleon final 2

8/6/2019 PPT Napoleon Final 2

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Today I will present to you Improvement of

Geometry Knowledge on Third Cycle of BasicEducation Mathematics Teachers in HondurasUsing Honduran Textbooks


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The purpose of this research in Honduras is... first,

to measure the level of geometry knowledge usingtests based on van Hiele Levels.... Second, to

conduct an intensive course on geometry contentsusing Honduran mathematics texbooks for

secondary junior high school.... Third, to determine

the impact of intensive course..... And also, toReview researchs results for implementation and

developing on further teachers training programs inHonduras.


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The main questions of research are... What is the

Geometry knowledge by van Hiele Levels ofundergraduate pre-service mathematics teachers

from Pedagogical Universitys Initial teacherstraining program in Choluteca?

{CLICK} and... What can learn this undergraduate

pre-service mathematics teachers through anintensive course on Geometry contents using

secondary mathematics textbooks?


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Well, this research was conducted on August, nineth

to thirteenth of this year by a term of five days.{CLICK} the target group is a sample of 48

undergraduate pre-service mathematics teachersfor junior high school, all of them from Honduras

Pedagogical Universitys Initial teachers trainig

program.{CLICK} The stages was.... Pre-test, Intensive

course, and post-test


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The test instruments used were...

{CLICK} pre and post test of van Hiele GeometryTest developed by Usiskin

{CLICK} pre and post test of Basic Geometrycontents of fourth to sixth grades

{CLICK} pre and post test of Basic Geometry

contents of seventh to nineth grades


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this table there are the geometry contents from

fourth to nineth grades in Curriculum ofHonduras.Also there are the number of class hours pereach unit.


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These are the contents in Basic Geometry Tests


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These were the contents studied in Intensive

course. (see table 4 in appendices)


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The scoring of basic geometry tests is assigning 1

point per each correct response.{CLICK} And... All of tests were administered to all

participants, Pre-tests on first day, Post-tests on lastday


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These were the participants

The only difference between third year group ofstudy and fouth year group of study. Is that fourth

year group has teaching practice experience inelementary school and secondary junior high

school, and, third year group no have.


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Figure 1. Correct Responses of van Hiele Geometry

Test (All participants) There is a small increment of correct answers on

majority of Items. On pre-test Items Q1, Q3, and Q9 there is the

highest amount of correct answers. Unexpected result on Item Q7. Option A has

an increment of responses.


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Figure 2. Distribution into van Hiele Levels (All

participants, 3 of 5 Criterion)Tendency of the whole group to move to highestlevel. And also there is a decrement in the number ofparticipants that Not Fit in van Hiele Model (from25% to 10% of participants).


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Figure 3. Correct Responses of Basic Geometry Test

on 2nd Cycle of BE (All participants)Majority of Items have an increment of the numberof correct responses (Q1, Q2, Q4, Q5, Q7 Q8, Q9 andQ10). And the two Items have decrement (Q3 and Q6).The Item Q10 (for Level 3) has a significantincrement of correct responses.


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Figure 4. Distribution into Score of Basic Geometry Test on 2ndCycle of BE (All participants)There are better results in this test after Intensive Course, probablythe training of Geometry contents on Third Cycle (grades 7th 9th)help them to understand better the Geometry contents of SecondCycle (grades 4th 6th).


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Figure 6. Correct Responses of Basic Geometry Test

on 3rd Cycle of BE (All participants)Item Q2 and Q5 have highest percentage of correctresponses for the group.On Item Q5 has a significant increment of correctresponses (increased by 28/48).Unexpected result was observed on Item Q4 wherethe option B (incorrect response) has an increment

of responses.


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Figure . Distribution into Score of Basic Geometry

Test on 3rd Cycle of BE (All 48 participants)Tendency of the whole group to increment the scoretest.


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Conclusions (1)

What is the Geometry knowledge by van HieleLevel of undergraduate pre-service mathematicsteachers from Choluteca FID-UPNFM?By a grading criterion of 3 of 5 correct answers onvan Hiele Geometry Test, the 42% of participantsfixed on Level 1 and the 25% in Level 2. These meanthat van Hiele Level of the majority is Level 1, after

the Intensive Course.


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Conclusions (2)

What can learn undergraduate pre-servicemathematics teachers from Choluteca FID-UPNFM,thought a intensive course on Geometry contentsusing secondary junior high school mathematicstextbooks?There was a small difference between theperformance of correct responses of Pre-test and

Post-test. They showed interest to learn more about Geometrycontents. In the intensive course participants only got a lot ofcontents with out opportunity of getting in self.


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Significance of Results

These results are useful to discuses improvement ofmathematics curriculum of Pre-service Mathematicsteacher for Third Cycle of Basic Education in FID-Choluteca.


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Recommendations

The participants has a low level performance inGeometry (by van Hiele Model), then it is necessaryto review and improve curriculum design of FID-UPNFM.Conduct a similar research for diagnosis in otherlocations of Honduras where is implemented InitialTeacher Training for Mathematics Teacher of Third

Cycle of Basic Education.


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And these are some pictures of overseas

research in Honduras, Choluteca FID.Thank you very much for your attentionsyour comments and questions are welcome{STOP}

ppt napoleon final 2

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