This research is the improvement of academic performance in mathematics on Basic Education in Honduras through the identification of mathematics teachers' competency and ability in geometry knowledge. The Aim of this research is to measure the level of geometry knowledge using tests based on van Hiele Levels. Second, to conduct an intensive course on geometry contents using Honduran mathematics texbooks for secondary junior high school. And third, to determine the impact of intensive course.
This research is the improvement of academic performance in mathematics on Basic Education in Honduras through the identification of mathematics teachers' competency and ability in geometry knowledge. The Aim of this research is to measure the level of geometry knowledge using tests based on van Hiele Levels. Second, to conduct an intensive course on geometry contents using Honduran mathematics texbooks for secondary junior high school. And third, to determine the impact of intensive course.
This research is the improvement of academic performance in mathematics on Basic Education in Honduras through the identification of mathematics teachers' competency and ability in geometry knowledge. The Aim of this research is to measure the level of geometry knowledge using tests based on van Hiele Levels. Second, to conduct an intensive course on geometry contents using Honduran mathematics texbooks for secondary junior high school. And third, to determine the impact of intensive course.
Education Mathematics Teachers in Honduras Using Honduran Textbooks”
The Aim of this Research is the improvement of academic performance in mathematics on Basic Education in Honduras through the identification of mathematics teachersʼ competency and ability in geometry knowledge.... and also the development of mathematics teachersʼ geometrical thinking.
The purpose of this research in Honduras is... first, to measure the level of geometry knowledge using tests based on van Hiele Levels.... Second, to conduct an intensive course on geometry contents using Honduran mathematics texbooks for secondary junior high school.... Third, to determine the impact of intensive course..... And also, to Review researchʼs results for implementation and developing on further teachers training programs in Honduras.
The main questions of research are... What is the Geometry knowledge by van Hiele Levels of undergraduate pre-service mathematics teachers from Pedagogical Universityʼs Initial teachers training program in Choluteca?
{CLICK} and... What can learn this undergraduate pre-service mathematics teachers through an intensive course on Geometry contents using secondary mathematics textbooks?
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 teachers for junior high school, all of them from Honduras Pedagogical Universityʼs Initial teachers trainig program.
{CLICK} The stages was.... Pre-test, Intensive course, and post-test
The test instruments used were...
{CLICK} pre and post test of van Hiele Geometry Test developed by Usiskin
{CLICK} pre and post test of Basic Geometry contents of fourth to sixth grades
{CLICK} pre and post test of Basic Geometry contents of seventh to nineth grades
this table there are the geometry contents from fourth to nineth grades in Curriculum of Honduras.
Also there are the number of class hours per each unit.
These are the contents in Basic Geometry Tests
These were the contents studied in Intensive course. (see table 4 in appendices)
The grading of van Hiele test is very simple... assigning the the respective points for meeting criteria on each group level of 5 items and setting to van Hiele Level by weighted sum
For meeting criteria we used 3 correct responses of 5.
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 last day
These were the participants
The only difference between third year group of study and fouth year group of study. Is that fourth year group has teaching practice experience in elementary school and secondary junior high school, and, third year group no have.
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.
Figure 2. Distribution into van Hiele Levels (All participants, ‘3 of 5’ Criterion)
• 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).
Figure 3. Correct Responses of Basic Geometry Test on 2nd Cycle of BE (All participants)
• Majority of Items have an increment of the number of correct responses (Q1, Q2, Q4, Q5, Q7 Q8, Q9 and Q10).
• And the two Items have decrement (Q3 and Q6).
• The Item Q10 (for Level 3) has a significant increment of correct responses.
Figure 4. Distribution into Score of Basic Geometry Test on 2nd Cycle of BE (All participants)
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).
Figure 6. Correct Responses of Basic Geometry Test on 3rd Cycle of BE (All participants)
• 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.
Figure . Distribution into Score of Basic Geometry Test on 3rd Cycle of BE (All 48 participants)
Tendency of the whole group to increment the score test.
Conclusions (1) 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 van Hiele 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 (2) 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 of Pre-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.
Significance of Results These results are useful to discuses improvement of mathematics curriculum of Pre-service Mathematics teacher for Third Cycle of Basic Education in FID- Choluteca.
Recommendations 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.
And these are some pictures of overseas research in Honduras, Choluteca FID.
Thank you very much for your attentions
your comments and questions are welcome
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