An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.
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Date
2022
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Abstract
Abstract five keywords from the following Abstract: Learning geometry equips learners with cognitive skills such as visualisation, critical thinking,
spatial reasoning and problem-solving abilities, that are necessary for learning mathematics in
general. However, geometry is noted to be difficult for learning as well as teaching. An
investigation of this difficulty, especially with teachers, will help address its teaching and learning.
The purpose of this study was to analyse pre-service teachers’ geometric thinking and classroom
discourse using the commognitive lens. The study was guided by three objectives, which were to
analyse the pre-service teachers' discursive thinking in geometry; the nature of their routine
thinking in solving the geometric tasks, and how these informed their classroom geometric
discourse. The study aligned itself to the qualitative approach and was underpinned by the
interpretivist research paradigm. Eight pre-service teachers who were second-year university
students and had taken geometry as part of their programme modules, participated in the study.
The study site was conveniently selected, whilst the participants were selected on purposively.
Geometry worksheet (test), interview and classroom observation, were used to generate written,
verbal (oral) response, and visual data in relation to the study objectives. The data was analysed
using the themes of the commognitive framework. The results show that both literate and
colloquial word use were found in the discourses of the pre-service teachers. Many participants in
Group A used more literate words to define and explain geometric concepts and how they solved
the geometry problems, than the participants in Group B, who used both literate and colloquial
words. Also, the routine solution strategies of many in Group A showed more of an explorative
way of thinking compared to those in Group B, who demonstrated more of a ritualised way of
thinking. In addition, multiple solutions to tasks were found by many of Group A participants than
those in Group B. Generally, many of the study participants demonstrated limited geometric
thinking. Misconceptions were evident in the discourses of some pre-service teachers in both
groups. Other key findings from the classroom observation were that, many participants in Group
A demonstrated an explorative instruction that is characterised by developing learner
understanding and using different kinds of visual mediators as compared to participants in Group
B, whose classroom geometric discourse was ritualised in nature. In other words, their teaching
was more procedure-driven than conceptual. The study concludes that many of the PSTs possess
limited geometric thinking. In addition, those who possessed good geometric thinking were more
capable of engaging learners in explorative instruction compared to those with limited geometric
thinking. These findings may have an influence on mathematics teacher educators’ efforts to
develop teaching competence among pre-service teachers.
Description
Doctoral Degree. University of KwaZulu-Natal, Edgewood.