What role for developmental theories in mathematics study programmes in French-speaking Belgium? An analysis of the geometry curriculum’s aspects, framed by Van Hiele's model

Duroisin, Natacha; Demeuse, Marc

doi:10.1080/2331186x.2015.1049846

Cited by 4 publications

(2 citation statements)

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“…Interestingly, the studies situated in Duval's theory of figural apprehension have focused on the construction of concepts of 2D shapes, in spite of acknowledging that the objects used are 3D in nature (e.g., Gómez-Chacón & Kuzniak, 2015;Tanguay & Venant, 2016;Vendeira & Coutat, 2017). Additionally, these studies fail to provide an account on the role of language in mediating the meanings of shapes and their representation, while being situated in the multilingual context (e.g., Arıcı & Aslan-Tutak, 2015;Duroisin & Demeuse, 2015).…”

Section: Duval's Theory Of Figural Apprehension (1995)mentioning

confidence: 99%

Use of theories and models in geometry education research: A critical review

Sharma

2019

WJE

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The aim of this article is to provide a critical review of the theories and the model used in the field of geometry education research. The article critically discusses van Hiele’s theory, Fischbein’s theory of figural concepts, Duval’ s theory of figural apprehension, the Spatial Operational Capacity (SOC) model by Wessels and van Niekerk, and the Sfard’s commognition theory. The van Hiele’s theory proposed a sequential order of development through which the learners construct their understanding of geometry concepts. Fischbein’ s theory of figural concepts suggested that a geometric figure is always comprised of a visible representation and a concept. Duval’s theory of figural apprehension underscored the heuristic value of a geometry figure for solving geometry problems. The SOC model by Wessels and van Niekerk emphasised the importance of instructional design incorporating a variety of physical and mental objects to work with to develop geometry concepts. Finally, the article discusses Sfard’s commognition theory that emphasises the communicative function of language in developing geometry concepts. There are two major concerns highlighted with respect to these theories and the model. Firstly, these theories and model emphasise the development of the two-dimensional geometry concepts, neglecting the development of the concepts of three-dimensional geometry. Secondly, these theories and the model fail to acknowledge the multilingual context of geometry class. The article aims to highlight the dearth of studies that explore the multilingual context of geometry class and calls for future studies in this direction.

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Section: Duval's Theory Of Figural Apprehension (1995)mentioning

confidence: 99%

Use of theories and models in geometry education research: A critical review

Sharma

2019

WJE

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“…Cohérence interne et continuum pédagogique D'autres pistes peuvent encore être empruntées pour traquer les sources possibles d'inefficacité et d'iniquité, comme nous l'avons notamment fait dans un article récent (Duroisin & Demeuse, 2015). Cet article et la recherche qui le sous-tend privilégient une autre approche de l'évaluation de la cohérence du curriculum: il s'agit de vérifier la cohérence interne des programmes et le continuum pédagogique proposé en regard d'un modèle développemental donné au sein d'un même réseau d'enseignement.…”

Section: Introductionunclassified

L’efficacité et l’équité des systèmes éducatifs sous l’angle du curriculum prescrit dans une approche par compétence Regard sur la situation belge francophone

Demeuse¹,

Duroisin²,

Soetewey³

et al. 2018

SJER

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À côté des recherches portant sur l’efficacité et l’équité des systèmes éducatifs à travers des comparaisons statistiques internationales ou l’étude des flux d’élèves au sein des systèmes éducatifs, il est possible de prendre en compte ces deux grandes dimensions dans le cadre de l’analyse des documents curriculaires. C’est ce que propose cet article dans un contexte très particulier, celui de la Belgique francophone où les programmes d’études, bien que cadrés par des textes communs, jouissent d’une très grande liberté dans leur conception. La thèse principale qui est développée ici postule que cette liberté, si elle existe bien, n’est sans doute pas un facteur favorisant efficacité et équité dans un système éducatif encore relativement peu régulé.

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Favoriser le passage à la visualisation non iconique par le recours à une ingénierie didactique pour faciliter la transition primaire/secondaire en géométrie

Duroisin¹,

Beauset²,

Lucchese³

2020

adsc

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There is a rupture of didactic contract about the visualization learning during the transition from primary to secondary (Perrin-Glorian & Godin, 2018). If iconic visualization is exercised in primary education, the acquisition of non-iconic visualization – which is fundamental – is left to the learners at the beginning of secondary school. This article describes the results of a belgian study, based on quasi-experimentation plan in Belgium, which is part of the didactics of mathematics and cognitive sciences. The aim of the authors is to evaluate the implementation of a didactic engineering based on dimensional deconstruction allowing the progressive development of non-iconic type visualization in learners at the end of primary education. The results are used to guide the work of mathematics teachers.

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What role for developmental theories in mathematics study programmes in French-speaking Belgium? An analysis of the geometry curriculum’s aspects, framed by Van Hiele's model

Cited by 4 publications

References 10 publications

Use of theories and models in geometry education research: A critical review

Use of theories and models in geometry education research: A critical review

L’efficacité et l’équité des systèmes éducatifs sous l’angle du curriculum prescrit dans une approche par compétence Regard sur la situation belge francophone

Favoriser le passage à la visualisation non iconique par le recours à une ingénierie didactique pour faciliter la transition primaire/secondaire en géométrie

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