Current research identified and analyzed the concepts of non-Euclidean geometries of a group of 27 primary school Math teachers who work in government schools in the state of Paraná, Brazil. Knowledge, opinions, preferences, and ideas on the geometries of the participants were verified. The participants were chosen through a questionnaire and data collection was retrieved from a half-structured interview. Six teachers did not provide any ideas on the subject matter and one male teacher was not aware of the inclusion of non-Euclidean geometries in the curriculum. Thirteen teachers presented some ideas and opinions on non-Euclidean geometries. Results show that the insertion and the study of non-Euclidean geometries have not introduced new concepts since only eight teachers provided concepts based on results and concepts of these geometries.
non-Euclidean geometries; Concepts of geometries; Teacher formation; Primary teaching and education
Fonte: autores