Date of Award
Summer 8-2015
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Center for Science and Math Education
School
Center for Science and Math Education
Committee Chair
Sherry S. Herron (Co-Chair) and Jiu Ding (Co-Chair)
Committee Chair Department
Center for Science and Math Education
Committee Member 2
Haiyan Tian
Committee Member 2 Department
Mathematics
Committee Member 3
Jeremy Lyle
Committee Member 3 Department
Mathematics
Committee Member 4
Richard Mohn
Committee Member 4 Department
Educational Studies and Research
Committee Member 5
Rejoice Mudzimiri
Committee Member 5 Department
Mathematics
Abstract
Fractal geometry has gained great attention from mathematicians and scientists in the past three decades (Fraboni, & Moller, 2008). As a new geometry language and subject, fractal geometry has significant value in teaching and learning secondary mathematics. The present study focused on investigating the current state of mathematics teachers’ awareness, interest, and knowledge of fractal geometry in the U.S. and China, as well as the factors that influence them.
The instrument of the study included a survey and a test designed by the researcher and validated by five experts. The results of the study indicated that secondary math teachers in the U.S. and China had very low levels of awareness of fractals and lack the knowledge and skills of solving fractal problems, but they had a higher level of interest in fractals related to classroom teaching and professional development as compared with their levels of awareness. Furthermore, the results of this study indicated that the factor ‘experience of learning fractals’ had the most positive effect on the average score of awareness. The factor nationality (U.S.) had the most positive effect on the average score of interest. The factor nationality (U.S.) had the most negative effect on the average score of knowledge.
ORCID ID
0000-0002-2600-091X
Copyright
2015, Suanrong Chen
Recommended Citation
Chen, Suanrong, "Assessing Awareness, Interest, and Knowledge of Fractal Geometry among Secondary Mathematics Teachers in the United States and China" (2015). Dissertations. 129.
https://aquila.usm.edu/dissertations/129
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons