The geometrical thinking levels of van Hiele theory for geometry teaching and learning and the mathematical knowledge for teaching by Deborah Ball and her team for teacher knowledge in mathematics teaching are known to be the ideal frameworks in unpacking the different types of knowledge a teacher needs to possess. A systematic review on the recent literature on these two theories calls for an embedded model for addressing the student teachers’ own specific knowledge and the levels of geometrical thinking in the geometrical concepts relevant to the course in mathematics education for young children. Inspired by the two theories, this paper reports on the embedded model utilized in the preparation of 41 student teachers who are currently undertaking the mathematics education course in early childhood education in a university in the UAE. Instructional activities based on the embedded model developed for the student teachers’ understanding of early geometric concepts they need to teach offers directions in addressing the complex knowledge in early geometry teaching. This ongoing study has its scope in early childhood mathematics education due to its critical role in the quality preparation of prospective teachers on how to support young children’s foundations in early geometry.

Authors:
Jogymol Kalariparampil Alex, United Arab Emirates University, United Arab Emirates

About the Presenter(s)
Dr Jogymol Kalariparampil Alex is a University Assistant Professor/Lecturer at United Arab Emirates University in United Arab Emirates

See this presentation on the full schedule – Sunday Schedule

Bookmark