ppt napoleon final

8/7/2019 PPT Napoleon Final

1/23

Improvement of Geometry Knowledge

on Third Cycle of Basic Education

Mathematics Teachers in HondurasUsing Honduran Textbooks

January 2010

Avila Ortega NapoleonMasters Program in Mathematics Eucation


2/23

Introduction

Aim of Research:

Improvement on academic performance in

mathematics on Basic Education in

Honduras through:

Identification of mathematics teachers

competency and ability in geometry

knowledgeDevelopment of mathematics teachers

geometrical thinking


3/23

Purpose of Research

1. Measure the level of Geometry knowledge usingtests based on van Hiele Levels.

2. Conduct an intensive course on Geometry

contents using Honduran mathematics textbooksfor secondary junior high school.

3. Determine the impact of intensive course.

4. Review researchs results for implementation anddeveloping on further teachers training programsin Honduras.


4/23

Questions of Research

1. What is the Geometry knowledge by vanHiele Levels of undergraduate pre-servicemathematics teachers from Choluteca FID-

UPNFM?2. What can learn undergraduate pre-service

mathematics teachers from Choluteca FID-UPNFM, through an intensive course on

Geometry contents using secondary juniorhigh school mathematics textbooks?


5/23

Methodology of Research

The research was conducted on August, 9th to 13th

of 2010 (5 days).

Sample of 48 undergraduate pre-service

mathematics teachers for junior high school (7th

to 9th grades of Basic Education in Honduras).

Researchs stages:

Pre-tests

Intensive course (25 hours)Post-tests


6/23


7/23

44thth gradegrade 55thth gradegrade 66thth gradegrade 77thth gradegrade 88thth gradegrade 99thth gradegrade

Angles

(8 hours)

AnglesComplem. & Supplem.

(2 hours)

AnglesBisector

(2 hours)

AnglesPerpendicular & Parallel lines

(19 hours)

Congruent

Triangles

(31 hours)

Triangles

(7 hours)

Circle &

Circumference

(10 hours)

Set of PointsPoint, Line & Plane

(5 hours)

Similar Triangles

(23 hours)

Quadrillaterals

(7 hours)

Poligons

(10 hours)

Quadrillaterals

(17 hours)

Regular Poligons

(18 hours)

Solids

(7 hours)

Solids

(7 hours)

SolidsConstruction

(15 hours)

SolidsArea & Volume

(9 hours)

Location of Points

(4 hours)

Symmetry

(11 hours)

Pythagorean

Theorem

(16 hours)

Geometry Contents of Basic Education in Honduras

Methodology of Research (3)


8/23


Angles AnglesComplem. & Supplem.

AnglesBisector


Congruent

Triangles

TrianglesCircle &

CircumferenceSet of PointsPoint, Line & Plane

Similar Triangles

Quadrillaterals Poligons Quadrillaterals Regular Poligons

Contents of Basic Geometry Test and Intensive Course



9/23



Congruent

Triangles

Set of PointsPoint, Line & Plane

Similar Triangles

Quadrillaterals Regular Poligons

Contents of Basic Geometry Test and Intensive Course



10/23


Grading of van Hiele Geometry Test:

Meeting criterias: Criterion 3 of 5 correct responses of a level fix that level.


11/23


Scoring of both Basic Geometry Tests:

It was assigned 1 point per each correct response.

Administration of Tests:All of tests were administered as following

Pre-tests on first day

Post-tests on last day


12/23

Results and Discussion

Participants

Only 4th Year Group has completed 6 months of teaching

practice at elementary and secondary school.


13/23

Results and Discussion (2)

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.


14/23


Tendency of the whole group to move to highest level.

And also there is a decrement in the number of participants that Not Fit

in van Hiele Model (from 25% to 10% of participants).


15/23


Majority of Items have an increment of the number of correct responses

(Q1, Q2, Q4, Q5, Q7 Q8, Q9 and Q8).

And the two Items have decrement (Q3 and Q6).

The Item Q10 (for Level 3) has a significant increment of correct

responses.


16/23


There are better results in this test after Intensive Course, probably the

training of Geometry contents on Third Cycle (grades 7th 9th) help them

to understand better the Geometry contents of Second Cycle (grades 4th

6th).


17/23


Item Q2 and Q5 have highest percentage of correct responses for the group.

On Item Q5 has a significant increment of correct responses (increased by 28/48).

Unexpected result was observed on Item Q4 where the option B (incorrect response)

has an increment of responses.


18/23


Tendency of the whole group to increment the score test.


19/23

What is the Geometry knowledge by van Hiele Level of

undergraduate pre-service mathematics teachers from

Choluteca FID-UPNFM?

By a grading criterion of 3 of 5 correct answers on vanHiele Geometry Test, the 42% of participants fixed on Level

1 and the 25% in Level 2. These mean that van Hiele Level of

the majority is Level 1, after the Intensive Course.

Conclusions (1)


20/23

What can learn undergraduate pre-service mathematics

teachers from Choluteca FID-UPNFM, thought a intensive

course on Geometry contents using secondary junior high

school mathematics textbooks?There was a small difference between the performance of

correct responses ofPre-test and Post-test.

They showed interest to learn more about Geometry

contents.In the intensive course participants only got a lot of contents

with out opportunity of getting in self.

Conclusions (2)


21/23

These results are useful to discuses improvement

of mathematics curriculum ofPre-service

Mathematics teacher for Third Cycle of Basic

Education in FID-Choluteca.

This research was only conducted to a local

available group of under-graduate students of

FID-Choluteca.

Significance of Results


22/23

The participants has a low level performance in

Geometry (by van Hiele Model), then it is necessary to

review and improve curriculum design of FID-UPNFM.

Conduct a similar research for diagnosis in other

locations of Honduras where is implemented Initial

Teacher Training for Mathematics Teacher of Third

Cycle of Basic Education.

Recommendations


23/23

ppt napoleon final

Documents