Prospective teachers personal and instructional definitions for quadrilateralsas a lens of their mathematical and didactical considerations

Ulusoy, Fadime
Çakıroğlu, Erdinç
The present study, as a small part of a larger project, is an attempt to examine prospective middle school mathematics teachers' personal and instructional definitions of quadrilaterals with mathematical and didactical considerations. Data were obtained from eight prospective teachers via individualized open-ended prompting clinical interviews. Data analyses were executed using thematic coding by synthesizing past and current theories about learning and teaching of geometry. Results indicated that prospective teachers generally had difficulties when defining the concepts by establishing necessary and sufficient conditions although they could provide inclusivity in their definitions. Furthermore, they tended to use their personal definitions of quadrilaterals as instructional definitions. However, they provided limited didactical considerations for their instructional definitions without a complete awareness about possible effects of their definitional preferences on the students' learning of quadrilaterals.
International Congress on Mathematical Education,( 24 - 31 Temmuz 2016)


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Citation Formats
F. Ulusoy and E. Çakıroğlu, “Prospective teachers personal and instructional definitions for quadrilateralsas a lens of their mathematical and didactical considerations,” presented at the International Congress on Mathematical Education,( 24 - 31 Temmuz 2016), Hamburg, Germany, 2016, Accessed: 00, 2021. [Online]. Available: