- Title
- 'The Area of a Triangle is 1800C’: an analysis of Learners' Idiosyncratic Geometry Responses through the Lenses of Vygotsky's Theory of Concept Formation
- Creator
- Mhlolo, Michael K, Schäfer, Marc
- Date
- 2013
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/141127
- Identifier
- vital:37946
- Identifier
- DOI: 10.1080/10288457.2013.826973
- Description
- In this paper, we focus specifically on Vygotsky's theory of concept formation to gain initial insights into seemingly garbled and incoherent connections we observed in learners' responses to a geometry task. While acknowledging research that is supportive of the van Hiele model as being useful when analysing concept formation in geometry, in this paper we use empirical evidence to argue that today's geometry requires learners to reason with many tools which the van Hiele model does not seem to accommodate. Working with 470 written responses of 12–14-year-old learners to a geometry task, we then explored the potential of Vygotsky's theory of concept formation as an alternative framework. We conclude by discussing the paper's contribution both to theory and to classroom practice.
- Format
- 11 pages, pdf
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education, Mhlolo, M.K. and Schafer, M., 2013. ‘The Area of a Triangle is 1800C’—An Analysis of Learners' Idiosyncratic Geometry Responses through the Lenses of Vygotsky's Theory of Concept Formation. African Journal of Research in Mathematics, Science and Technology Education, 17(1-2), pp.83-93., African Journal of Research in Mathematics, Science and Technology Education volume 17 number 1-2 83 93 September 2013 2469-7656
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Open Access Statement (https://www.tandfonline.com/openaccess)
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Collections
Schafer, Marc (Prof)
RU DST/NRF SARChI for Mathematics Education
RU Department of Education
SDG 04. Quality Education
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|---|---|---|---|---|---|---|---|
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