L’objet de notre étude porte sur l’influence de la compréhension des élèves de la relation entre la figure et ses dessins sur la construction des argumentations et des preuves au début du secondaire dans le contexte camerounais.
Hence, they either identified examples of parallel line segments and perpendicular line segments as non-examples or considered non-examples of the concepts as examples. With the influence of the concept images shaped by prototypical and intuitive examples and linguistic factors, some students either focused on non-critical attributes of the concepts as the critical ones or omitted critical attributes of the concepts. The results indicated that middle school students identify parallel/perpendicular line segments by using three types of reasoning: visual reasoning, attribute reasoning, and language-based reasoning. One-to-one interviews were also conducted with fifteen students to support students’ written reasons. Data were collected from 83 middle school students through an identification task consisting of various examples and non-examples of the parallelism and perpendicularity of two line segments. This study investigates middle school students’ reasoning about parallelism and perpendicularity of two line segments. After the exposure to the articles, the teachers exhibited a greater focus on the specific difficulties inherent in the specific task at hand and their subsequent interpretations of those difficulties and responses to those difficulties were also more specific than they had been before the intervention.
ALTITUDE GEOMETRY DEFINE PROFESSIONAL
Our work with an open-ended questionnaire and mixed-methods analysis revealed that exposing in-service teachers to theoretical and empirical articles may affect the three components of their professional noticing performance: attending, interpreting, and responding. The research tools used in the study included a lesson taken from the VIDEO-LM project and articles that were all presented to the teachers. Forty-one in-service Mathematics teachers participated in this study. The aim of the current study was to investigate whether exposing teachers to theoretical and empirical background information regarding pedagogical aspects of geometrical thinking would affect their noticing abilities.
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