2 Ortega Napoleon (200920094)

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Improvement of Geometry Literacy (Knowledge) on Basic Education Mathematics Teachers in Honduras Using Honduran Textbooks

AVILA ORTEGA Napoleon Master's Program in Education University of Tsukuba

ISODA Masami
Graduate School of Comprehensive Human Sciences University of Tsukuba

November 14th, 2010 Miyazaki, Japan

Contents
Introduction Purpose of Research Research s Questions Research s Methodology Results and Discussion Sample of Item Tests

2 Ortega Napoleon (200920094)

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Introduction
Aim of Research: Improvement on academic performance in mathematics on Basic Education in Honduras through:
Identification of mathematics teachers competency and ability in geometry knowledge Development of mathematics teachers geometrical thinking

Introduction (2)
First research of this kind on National Pedagogical University s Program for Initial Teachers Training of Basic Education in Honduras. This presentation shows results of Geometry tests conducted to undergraduate pre-service mathematics teachers from FID-UPNFM s Choluteca Campus Centre.

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Purpose of Research
1. Measure the level of Geometry knowledge using tests based on van Hiele Levels. 2. Conduct an intensive course on Geometry contents using Honduran mathematics textbooks for secondary junior high school. 3. Determine the impact of intensive course. 4. Review research s results for implementation and developing on further teachers training programs in Honduras.

Questions of Research
1. What is the Geometry knowledge by van Hiele Levels of undergraduate pre-service mathematics teachers from Choluteca FIDUPNFM? 2. What can learn undergraduate pre-service mathematics teachers from Choluteca FIDUPNFM, through an intensive course on Geometry contents using secondary junior high school mathematics textbooks?

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Methodology of Research
The research was conducted on August, 9th to 13th of 2010 (5 days). 48 undergraduate pre-service mathematics teachers for junior high school (Third Cycle of Basic Education in Honduras). Research s stages:
Pre-tests Intensive course Post-tests

Methodology of Research (2)

Test Instruments:
Van Hiele Geometry Test (by Usiskin, 1982). Basic Geometry Test on contents of Second Cycle of Basic Education (4th to 6th grades). Basic Geometry Test on contents Third Cycle of Basic Education (7th to 9th grades).
Basic Geometry Tests are based on Honduras mathematics texbooks.

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Methodology of Research (3)

Grading of van Hiele Geometry Test:

Meeting criterias:
Criterion 3 of 5 correct responses (high school students) Criterion 4 of 5 correct responses (teachers)

Methodology of Research (4)

Scoring of both Basic Geometry Tests (Second and Third Cycle):
It was assigned 1 point per each correct response.

Administration of Tests:
All of tests were administered as following Pre-tests on first day Post-tests on last day

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Results and Discussion

Participants

Only 4th Year Group has completed 6 months of teaching practice at school.

van Hiele Geometry Test (Pre-test & Post-test) Comparison

On Items (Q1 to Q10) that corresponds to van Hiele Levels 1 and 2, 4th Year Group has more percent of correct answers than 3rd Year Group. There is a small increment of correct answers on majority of Items. On pre-test Items Q1, Q3, and Q9 there is the highest amount of correct answers. Both groups failed the Item Q19. Option A has an increment of responses from 63% (30/48) in pretest to 95% (41/45) in posttest. Unexpected result on Item Q7. Option A has an increment of responses.

2 Ortega Napoleon (200920094)

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van Hiele Levels by 3 of 5 criterion (Pre-test & Post-tests) Comparison

There is a decrement of participant number of Not Fit in van Hiele Levels. From 23% (11/48) in pre-test to 10% (5/48) in post-test. In the pre-test, the majority (46%) of 3rd Year Group participants (6/13) are in Level 0. After in post-test, the majority (54%) of this group (7/13) are in Level 1. About 4th Year Group, in the pre-test, the majority (40%) of this group (14/35) are in Level 2. For post-test, the majority (37%) of participants (13/35) are in Level 1. There are 2 participants from 4th year group that reached Level 3 in post-test. They did not fit in pre-test.

van Hiele Levels by 4 of 5 criterion (Pre-test & Post-tests) Comparison

For pre-test, the majority (90%) of participants (43/48) were classifiable in van Hiele Levels. About post-test, the majority (96%) of participants (46/48) are classifiable. In the pre-test, the majority (77%) of 3rd Year Group participants (10/13) are in Level 0. After in post-test, the majority (46%) of this group (6/13) are in Level 1. About 4th Year Group, in the pre-test, the majority (54%) of this group (19/35) are in Level 0. For post-test, the majority (51%) of participants (18/35) are in Level 0.

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Basic Geometry Tests of Second Cycle (4th, 5th& 6th grades)

The Item Q10 has an increment of correct answers: From 0% to 15% for 3rd year group and from 9% to 49% for 4th year group). The mean of test score for 3rd year group is 4.69 on pre-test and 4.54 on post-test. The mean of test score for 4th year group is 5.74 on pre-test and 7.46 on post-test.

Basic Geometry Tests of Third Cycle (7th, 8th& 9th grades)

The mean of test score for 3rd year group is 3.15 on pre-test and 3.84 on post-test. The mean of test score for 4th year group is 3.80 on pre-test and 4.20 on post-test.

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Sample of Items Tests

Item Q5 of Basic Geometry Test on Third Cycle of Basic Education (grades 7th 9th)

Sample of Items Tests (2)

Item Q7 of van Hiele Geometry Test.

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Sample of Items Tests (3)

Item Q19 of van Hiele Geometry Test.

Sample of Items Tests (4)

Item Q4 of Basic Geometry Test on Third Cycle of Basic Education.

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