Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction
Original Article
Journal of Education and Research, Volume 3, Issue 2, 2013, 15-38, https://doi.org/10.3126/jer.v3i2.8396
Publication date: Aug 15, 2013
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APA
In-text citation: (Belbase, 2013)
Reference: Belbase, S. (2013). Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction. Journal of Education and Research, 3(2), 15-38. https://doi.org/10.3126/jer.v3i2.8396
Reference: Belbase, S. (2013). Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction. Journal of Education and Research, 3(2), 15-38. https://doi.org/10.3126/jer.v3i2.8396
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Belbase S. Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction. Journal of Education and Research. 2013;3(2):15-38. https://doi.org/10.3126/jer.v3i2.8396
Reference: Belbase S. Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction. Journal of Education and Research. 2013;3(2):15-38. https://doi.org/10.3126/jer.v3i2.8396
AMA
In-text citation: (1), (2), (3), etc.
Reference: Belbase S. Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction. Journal of Education and Research. 2013;3(2), 15-38. https://doi.org/10.3126/jer.v3i2.8396
Reference: Belbase S. Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction. Journal of Education and Research. 2013;3(2), 15-38. https://doi.org/10.3126/jer.v3i2.8396
Chicago
In-text citation: (Belbase, 2013)
Reference: Belbase, Shashidhar. "Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction". Journal of Education and Research 2013 3 no. 2 (2013): 15-38. https://doi.org/10.3126/jer.v3i2.8396
Reference: Belbase, Shashidhar. "Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction". Journal of Education and Research 2013 3 no. 2 (2013): 15-38. https://doi.org/10.3126/jer.v3i2.8396
Harvard
In-text citation: (Belbase, 2013)
Reference: Belbase, S. (2013). Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction. Journal of Education and Research, 3(2), pp. 15-38. https://doi.org/10.3126/jer.v3i2.8396
Reference: Belbase, S. (2013). Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction. Journal of Education and Research, 3(2), pp. 15-38. https://doi.org/10.3126/jer.v3i2.8396
MLA
In-text citation: (Belbase, 2013)
Reference: Belbase, Shashidhar "Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction". Journal of Education and Research, vol. 3, no. 2, 2013, pp. 15-38. https://doi.org/10.3126/jer.v3i2.8396
Reference: Belbase, Shashidhar "Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction". Journal of Education and Research, vol. 3, no. 2, 2013, pp. 15-38. https://doi.org/10.3126/jer.v3i2.8396
ABSTRACT
A teacher's belief plays a significant role in the quality of teaching mathematics. In a fictive way, I changed my role from a researcher to a research participant in an imaginative interview. My interior other (David) interviewed me as a researcher. A single interview session was held lasting for about three hours. The interview text was used for the analysis and interpretation using the grounded theory method. I invented a substantive theory of my beliefs about teaching geometric transformations with Geometer's Sketchpad. The theory is "reflexive abstraction of my beliefs about teaching Geometric Transformations with Geometer's Sketchpad" as a personal theory characterized by some basic categories of - beliefs about the advancement of pedagogy, beliefs about pedagogical environment, beliefs about the role of students' and teacher, beliefs about self as a future teacher, beliefs about teaching learning activities, and beliefs about transitions in teaching learning. I reconstructed a synthesis of the characteristics of these beliefs. While constructing these layers of interpretive accounts, I used radical constructivist grounded theory as a theoretical base.
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