@article{Belbase_2013, title={Beliefs about Teaching Geometric Transformations with Geometers’ Sketchpad: A Reflexive Abstraction}, volume={3}, url={https://www.nepjol.info/index.php/JER/article/view/8396}, DOI={10.3126/jer.v3i2.8396}, abstractNote={<p>A teacher’s belief plays a significant role in the quality of teaching mathematics. In a fictive way, I changed my role from a researcher to a research participant in an imaginative interview. My interior other (David) interviewed me as a researcher. A single interview session was held lasting for about three hours. The interview text was used for the analysis and interpretation using the grounded theory method. I invented a substantive theory of my beliefs about teaching geometric transformations with Geometer’s Sketchpad. The theory is “reflexive abstraction of my beliefs about teaching Geometric Transformations with Geometer’s Sketchpad” as a personal theory characterized by some basic categories of - beliefs about the advancement of pedagogy, beliefs about pedagogical environment, beliefs about the role of students’ and teacher, beliefs about self as a future teacher, beliefs about teaching learning activities, and beliefs about transitions in teaching learning. I reconstructed a synthesis of the characteristics of these beliefs. While constructing these layers of interpretive accounts, I used radical constructivist grounded theory as a theoretical base.</p><p>DOI: <a href="http://dx.doi.org/10.3126/jer.v3i2.8396">http://dx.doi.org/10.3126/jer.v3i2.8396</a></p><p><em>Journal of Education and Research August 2013, Vol. 3, No. 2, pp.15-38<br /></em></p>}, number={2}, journal={Journal of Education and Research}, author={Belbase, Shashidhar}, year={2013}, month={Aug.}, pages={15–38} }