DEVELOPING GEOMETRY KNOWLEDGE FOR PRIMARY TEACHERS BY REVERSING PROBLEMS

Abstract

Vietnam are going to deploy “one education program, many textbooks” in the coming years. This requires teachers to have good professional knowledge. However, primary teachers have to teach many subjects, and their knowledge is wide but not really deep so that sometimes they do not understand some knowledge. This misunderstanding is perhaps resulted from teachers’ limited skills of reversing problems. They may change binding conditions, teach definitions instead of characteristics and properties. The results from experiments reported in this paper confirm these assumptions. The paper also suggests some measures to help primary teachers develop reasoning skills and some Geometry knowledge.