Summary
In order to synthesize these theories together, it helps if one conceptualizes them
in phases of developing and modifying a geometric misconception (See Figure 1.3). A
misconception in geometry can be ‘born’ from many influences; namely prior
knowledge, spatial visualization ability, personal concept image, and misleading
instructional methods. All of these influences play a role in how a concept is understood
by the learner. Within the learner, a state of perturbation, or cognitive conflict, is reached
and a misconception is born, although not necessarily in that order. Until the learner
reaches that state of conflict, they are not aware that they even have a misconception.
Without intervention, this misconception will become stronger and more difficult to
correct over time. Within the constructivist frameworks of Bruner and Vygotsky,
intervention needs to come in through two pathways, the teacher and the student. One
without the other will not necessarily create a situation where the learner is able to
understand his misconception. Without the student reaching that state of conflict, the
instruction by the teacher will have little to no impact on the learner. Without the teacher
helping to scaffold the instruction and find the learner’s ZPD, the learner will have
difficulty understanding their misconception on their own. Writing about their
misconceptions can help students analyze their understandings about a concept (Emig, 35
1977). Once adequate intervention is received, the learner will hopefully reach a state