New Perspectives in Science Education
Using Folding Back as a Pedagogical Design Tool Under the Lens of the Van Hiele Model With Preservice Teachers
Alberto Arnal-Bailera, University of Zaragoza. (Spain)
Víctor Manero, University of Zaragoza (Spain)
Abstract
The well-known Van Hiele model of geometric reasoning establishes five levels of development, from level 1 (visual) to level 5 (rigor). This theoretical framework describes in some detail the competences displayed by students through their progress in the Geometrical thinking. On the other hand, the Pirie/Kieren model describes the importance of folding back processes in the learning of mathematics.
This paper presents an activity implemented with mathematics teachers in training, concretelly, students enrolled in a Master’s degree program to become Secondary school Mathematics teachers. The activities presented promote folding back processes through the use of Van Hiele's level 5 and 4 tasks. Our results show how working with Van Hiele level 5 tasks favors reflection on similar level 4 tasks, leading to a greater depth in the reasoning of the latter. We consider that this type of activities can be especially useful in the case of students at a certain level showing some weaknesses typical of previous levels.
Keywords: Van Hiele model, Geometric Reasoning, folding back, Preservice Mathematics Teachers
References:
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