Reflective and reflexive beliefs of two pre-service secondary Mathematics teachers

Year 2016, Volume: 1 Issue: 1, 34 - 65, 08.08.2018

Shashidhar Belbase

Abstract

The objective of this paper is to present two
preservice secondary mathematics teachers’ beliefs about teaching Geometric
Transformations (GTs) using Geometer’s Sketchpad (GSP). The study comprised of
series of five task-based interviews with each of two participants, who were
senior undergraduate preservice teachers, at a medium-sized public university
in the Rocky Mountain Region of the United States. I used radical
constructivist grounded theory (RCGT) as a theoretical frame to guide this
study process. The results of study include reflective and reflexive beliefs
about teaching GTs with GSP. These beliefs have been further explored as
pre-reflective, in-reflective, post-reflective, pre-reflexive, in-reflexive,
and post-reflexive beliefs of two preservice secondary mathematic teachers
about teaching GTs with GSP. Pedagogical implications of these belief
categories are widely discussed. 

Keywords

Mathematics Teachers‟ Beliefs, Beliefs about Technology Integration, Radical Constructivist Grounded Theory (RCGT), Reflective Beliefs, Reflexive Beliefs, Geometric Transformation, Geometers Sketchpad

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