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Zeitschriftenartikel zum Thema „Geometry reasoning“

Autor: Grafiati

Veröffentlicht am 7. Juni 2025

Zuletzt aktualisiert am 2. August 2025

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1

Fachrudin, Achmad Dhany, and Dwi Juniati. "Kinds of Mathematical Thinking Addressed in Geometry Research in Schools: A Systematic Review." Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) 6, no. 2 (2023): 154–65. http://dx.doi.org/10.26740/jrpipm.v6n2.p154-165.

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Geometry is one of the content of mathematics which in many studies is associated with students' thinking abilities, such as critical thinking and reasoning abilities or others..This study aims to conduct a systematic review of the geometry research in school for identifying the types of mathematical thinking and their interconnections. We searched the Scopus database for articles published from 2003 to 2023 using relevant keywords. We applied the PRISMA method to select and evaluate the studies or articles based on the empirical data. We retrieved and evaluated data from the studies on the va

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Burger, William F. "Geometry." Arithmetic Teacher 32, no. 6 (1985): 52–56. http://dx.doi.org/10.5951/at.32.6.0052.

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The elementary school mathemalics curriculum contains no substitute for the study of informal concepts in geometry. in geometry, children organize and structure their spatial experiences. Also, geometry provides a vehicle for developing mathematical reasoning abilities about visual concepts, for example, through the study of planar shapes. In this article, I shall focus on how reasoning can be developed through the study of two-dimensional shapes, their properties, and the relationships among them. Additional topics, such as tessellations with shapes, motions and symmetry, congruence, similari

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Crompton, Helen, and Sarah Ferguson. "An analysis of the essential understandings in elementary geometry and a comparison to the common core standards with teaching implications." European Journal of Science and Mathematics Education 12, no. 2 (2024): 258–75. http://dx.doi.org/10.30935/scimath/14361.

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Geometry and spatial reasoning form the foundations of learning in mathematics. However, geometry is a subject often ignored by curriculum writers and teachers until high school, leading to students lacking in critical skills in geometric reasoning. As the United States moves into a new curriculum epoch, heralding the commencement of the national common core standards (CCS), one could question if CCS in geometry align with the essential understandings children need to be successful geometric thinkers. This paper begins with an examination of the essential understandings of geometric reasoning

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Aini, Nurul, and Eny Suryowati. "Mengeksplor Penalaran Spasial Siswa dalam Menyelesaikan Soal Geometri Berdasarkan Gender." Mosharafa: Jurnal Pendidikan Matematika 11, no. 1 (2022): 61–72. http://dx.doi.org/10.31980/mosharafa.v11i1.1183.

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AbstrakPenalaran spasial penting untuk dibangun dan dikembangkan karena membantu siswa dalam memahami suatu konsep geometri. Namun, penalaran spasial siswa tahap operasional konkret masih jarang diteliti, sedangkan ditahap tersebut merupakan awal anak dalam memahami geometri. Tujuan penelitian adalah mengeksplor penalaran spasial siswa dalam menyelesaikan soal geometri berdasarkan gender. Jenis penelitian kualitatif deskriptif. Instrumen pendukung yaitu lembar tugas penalaran spasial dan pedoman wawancara. Metode pengumpulan data dengan menggunakan tes dan wawancara. Responden dari siswa kelas

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Li, Wenyan. "A Rational Review of Geometric Reasoning." World Journal of Innovation and Modern Technology 8, no. 7 (2025): 104–7. https://doi.org/10.53469/wjimt.2025.08(07).17.

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This paper analyzes the necessity of geometric reasoning thinking for students' development by discussing the junior high school mathematics geometry course as an important carrier for the development of students' reasoning ability, summarizing relevant studies on geometric reasoning, and proposing the necessity and measures for the cultivation of geometric reasoning thinking.

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Ramdhani, Sendi. "KEMAMPUAN PENALARAN ANALOGIS SANTRI DALAM GEOMETRI: PENELITIAN KUALITATIF DI SEBUAH PONDOK PESANTREN." Mosharafa: Jurnal Pendidikan Matematika 6, no. 3 (2018): 385–96. http://dx.doi.org/10.31980/mosharafa.v6i3.327.

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AbstrakPenelitian ini bertujuan untuk menyelidiki kemampuan penalaran analogis santri dalam geometri dan mengidentifikasi kesulitan dan hambatan mereka. Penulis mendeskripsikan bagaimana kemampuan analogis dalam pemahaman konsep geometri, kemampuan penalaran analogis dalam teorema dan sifat, dan kemampunan penalaran analogis dalam masalah geometri. Penelitian ini merupakan bagian dari pengembangan bahan ajar geometri untuk meningkatkan kemampuan penalaran analogis santri. Adapun metode penelitiannya menggunakan penelitian kualitatif dalam materi teorema Pythagoras, aturan kosinus, dan teorema

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Ramdhani, Sendi. "Kemampuan Penalaran Analogis Santri dalam Geometri: Penelitian Kualitatif di Sebuah Pondok Pesantren." Mosharafa: Jurnal Pendidikan Matematika 6, no. 3 (2017): 385–96. http://dx.doi.org/10.31980/mosharafa.v6i3.461.

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Penelitian ini bertujuan untuk menyelidiki kemampuan penalaran analogis santri dalam geometri dan mengidentifikasi kesulitan dan hambatan mereka. Penulis mendeskripsikan bagaimana kemampuan analogis dalam pemahaman konsep geometri, kemampuan penalaran analogis dalam teorema dan sifat, dan kemampunan penalaran analogis dalam masalah geometri. Penelitian ini merupakan bagian dari pengembangan bahan ajar geometri untuk meningkatkan kemampuan penalaran analogis santri. Adapun metode penelitiannya menggunakan penelitian kualitatif dalam materi teorema Pythagoras, aturan kosinus, dan teorema garis t

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Mason, Marguerite M. "The Vanx Hiele Model of Geometric Understanding and Mathematically Talented Students." Journal for the Education of the Gifted 21, no. 1 (1997): 38–53. http://dx.doi.org/10.1177/016235329702100103.

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Mathematically talented students typically begin the traditional precalculus sequence by completing Algebra I in seventh grade or earlier. Consequently, they enroll in geometry early based on their successful completion of Algebra I. Little or no attention is paid to their readiness for geometry as indicated by such measures as their van Hiele level of geometric understanding. Logical reasoning ability is a characteristic often used to identify mathematically talented students, but how it applies to reasoning about geometry is unknown. This study investigated the geometric understanding and re

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Vemuri, K. R., S. I. Oh, and R. A. Miller. "Topology-based geometry representation to support geometric reasoning." IEEE Transactions on Systems, Man, and Cybernetics 19, no. 2 (1989): 175–87. http://dx.doi.org/10.1109/21.31024.

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Abu Elwan, Reda. "The Effect of Teaching "Chaos Theory and Fractal Geometry" on Geometric Reasoning Skills of Secondary Students." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 6, no. 2 (2015): 804–15. http://dx.doi.org/10.24297/ijrem.v6i2.3876.

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Chaos theory and fractal geometry have begun to appear as an important issue in secondary school mathematics. Chaos theory is the qualitative study of unstable periods in deterministic nonlinear dynamical systems, chaos theory looks at how things evolve. Fractal geometry is a subject that has established connections with many areas of mathematics (including number theory, probability theory and dynamical systems). Fractal geometry, together with the broader fields of nonlinear dynamics and complexity, represented a large segment of modern science at the end of the 20th century; this paper inve

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Tserkovny, Alex. "Fuzzy Logic for Incidence Geometry." Scientific World Journal 2016 (2016): 1–18. http://dx.doi.org/10.1155/2016/9057263.

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The paper presents a mathematical framework for approximate geometric reasoning with extended objects in the context of Geography, in which all entities and their relationships are described by human language. These entities could be labelled by commonly used names of landmarks, water areas, and so forth. Unlike single points that are given in Cartesian coordinates, these geographic entities are extended in space and often loosely defined, but people easily perform spatial reasoning with extended geographic objects “as if they were points.” Unfortunately, up to date, geographic information sys

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Rao, Yongsheng, Lanxing Xie, Hao Guan, Jing Li, and Qixin Zhou. "A Method for Expanding Predicates and Rules in Automated Geometry Reasoning System." Mathematics 10, no. 7 (2022): 1177. http://dx.doi.org/10.3390/math10071177.

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Predicates and rules are usually enclosed as built-in functions in automated geometry reasoning systems, meaning users cannot add any predicate or rule, thus resulting in a limited reasoning capability of the systems. A method for expanding predicates and rules in automated geometry reasoning systems is, thus, proposed. Specifically, predicate and rule descriptions are transformed to knowledge trees and forests based on formal representations of geometric knowledge, and executable codes are dynamically and automatically generated by using “code templates”. Thus, a transformation from controlle

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Mega, AM Mega Purnamatati, and Meiliasasi. "Analysıs Of Students' Problem-Solvıng Abılıtıes On Hıgher Order Thınkıng Skıll (Hots) Geometry Problems In Terms Of Spatıal Reasonıng." Jurnal Elementaria Edukasia 7, no. 2 (2024): 2786–800. http://dx.doi.org/10.31949/jee.v7i2.9574.

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Geometric concepts in mathematics possess abstract properties that require a spatial reasoning process. Evaluating problem-solving abilities through HOTS (Higher-Order Thinking Skills) questions focusing on spatial reasoning is crucial for enhancing students' skills. The aims of this research are: (1) To understand the process of students' problem-solving skills in geometry HOTS based on spatial reasoning; (2) To analyze and pinpoint the challenges faced by students in solving geometry problems through HOTS questions that involve spatial reasoning. This study employs a qualitative approach wit

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Fox, Thomas. "Research, Reflection, Practice: Implications of Research on Children's Understanding of Geometry." Teaching Children Mathematics 6, no. 9 (2000): 572–76. http://dx.doi.org/10.5951/tcm.6.9.0572.

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In my mathematics methods course for preservice teachers, I ask my students to assess a group of elementary school students concerning their level of geometric reasoning. To do so, they use tasks that focus on assessing and extending students' geometric understandings. These open-ended tasks, along with a framework developed from research findings involving children's geometric reasoning, are described in this article. An important aspect of these tasks is that they focus on how students communicate their reasoning so that my preservice teachers can make more informed instructional decisions w

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Ferreira, Andressa Farias, Priscilla Basmage Lemos Drulis, and Antônio Sales. "Diferentes Tipos de Raciocínios na Geometria: uma Revisão Sistemática." Jornal Internacional de Estudos em Educação Matemática 15, no. 3 (2023): 338–53. http://dx.doi.org/10.17921/2176-5634.2022v15n3p338-353.

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O artigo teve por objetivo analisar a publicação de artigos científicos da área da Matemática sobre o ensino de geometria no Ensino Fundamental utilizando os raciocínios abdutivo, dedutivo e indutivo. Buscou-se realizar a pesquisa no banco de dados das Plataformas da SciELO, CAPES e Google Acadêmico, a partir de palavras-chave como: geometria, raciocínio abdutivo, indutivo, dedutivo, Ensino Fundamental. Realizou-se revisão sistemática integrativa nas bases de dados entre os anos de 2010 a 2020: Capes (1469 artigos) e Scielo (44 artigos), totalizando 1513 documentos. Após descartes por duplicaç

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Battista, Michael T. "Learning Geometry in a Dynamic Computer Environment." Teaching Children Mathematics 8, no. 6 (2002): 333–39. http://dx.doi.org/10.5951/tcm.8.6.0333.

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NCTM's Principles and Standards for School Mathematics suggests that interactive geometry software can be used to enhance student learning (2000). This article shows how using such software can foster the development of students' understanding and reasoning about two-dimensional shapes. The article first describes basic principles that underlie high-quality geometry instruction, then gives examples that illustrate how appropriate use of dynamic software can enhance students' geometric reasoning.

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Aini, Nurul, and Eny Suryowati. "Mengeksplor Penalaran Spasial Siswa dalam Menyelesaikan Soal Geometri Berdasarkan Gender." Mosharafa: Jurnal Pendidikan Matematika 11, no. 1 (2022): 61–72. http://dx.doi.org/10.31980/mosharafa.v11i1.687.

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Penalaran spasial penting untuk dibangun dan dikembangkan karena membantu siswa dalam memahami suatu konsep geometri. Namun, penalaran spasial siswa tahap operasional konkret masih jarang diteliti, sedangkan ditahap tersebut merupakan awal anak dalam memahami geometri. Tujuan penelitian adalah mengeksplor penalaran spasial siswa dalam menyelesaikan soal geometri berdasarkan gender. Jenis penelitian kualitatif deskriptif. Instrumen pendukung yaitu lembar tugas penalaran spasial dan pedoman wawancara. Metode pengumpulan data dengan menggunakan tes dan wawancara. Responden dari siswa kelas 5 MI A

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Wei, Liu, Affas Huda, and Osmond David. "A Study on the Investigation of Students' Reasoning Skills in Secondary Geometry Proofing." International Journal of Social Science and Human Research 08, no. 03 (2025): 1515–23. https://doi.org/10.5281/zenodo.15030157.

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Geometry reasoning is an ability that helps students build their thinking skills in logic structures, deductive reasoning,analytical reasoning, and problem-solving. Geometric proof is a key indicator to develop those skills. However, writing proofs ischallenging for students, especially those unwilling to work hard. This case study used a mixed method to explore Year 10 students'geometry reasoning abilities in proving geometric questions and aims to find effective strategies for teaching proof. Data werecollected through tests, demonstrated in percentages, and van Hiele’s model rubric wa

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Bayaga, Anass, Michael J. Bosse, and John Sevier. "Analogical Reasoning in Geometry Proofs." Revija za elementarno izobraževanje 14, no. 2 (2021): 149–70. http://dx.doi.org/10.18690/rei.14.2.149-170.2021.

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This study aimed at investigating six high school students’ use of analogies while working through geometry proofs in group settings. Along with the analogies used by students and analysis of how they were used, as well as discourse analysis, we investigate students’ meta-proof comments to glean some interpretation of students’ beliefs about proofs. Overall, this study found that students had different beliefs about the nature and process of proofs and used and understood analogical reasoning in idiosyncratic ways. However, it was also found that students’ greater use of analogies did not auto

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Wong, Bobson, and Larisa Bukalov. "Improving Student Reasoning in Geometry." Mathematics Teacher 107, no. 1 (2013): 54–60. http://dx.doi.org/10.5951/mathteacher.107.1.0054.

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Hölder, Otto. "Intuition and Reasoning in Geometry." Philosophia Scientae, no. 17-1 (March 1, 2013): 15–52. http://dx.doi.org/10.4000/philosophiascientiae.836.

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Aisyah, Nyimas, Ely Susanti, Meryansumayeka Meryansumayeka, Tatag Yuli Eko Siswono, and Siti Mistima Maat. "Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning." Infinity Journal 12, no. 2 (2023): 377–92. http://dx.doi.org/10.22460/infinity.v12i2.p377-392.

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Proof of geometry is a topic that involves mathematical reasoning abilities and relates to perseverance involving hard work, the spirit of achievement, and self-confidence. The current important problem that occurs at this time is that students who are future teachers of mathematics still experience difficulties in compiling proofs, especially those who are not challenged to work hard. This qualitative research explores mathematics teacher candidates' reasoning abilities and perseverance in proving geometric theorems. Therefore, the research design used a case study. There were three participa

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Mandala, Arif Sapta, Lathiful Anwar, Cholis Sa'dijah, and Hutkemri Zulnaidi. "Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning." Infinity Journal 14, no. 2 (2025): 323–48. https://doi.org/10.22460/infinity.v14i2.p323-348.

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Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduc

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Holden, Lauren R., Yi-Yin (Winnie) Ko, Devon W. Maxwell, et al. "Exploring Geometry with Origami One-Cut-Heart." Mathematics Teacher: Learning and Teaching PK-12 115, no. 9 (2022): 650–58. http://dx.doi.org/10.5951/mtlt.2021.0145.

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Nuriswaty, Kartika Sulistiya, Sadrack Luden Pagiling, and Nurhayati Nurhayati. "Visuospatial reasoning of eighth-grade students in solving geometry problems: A gender perspective." Beta: Jurnal Tadris Matematika 13, no. 2 (2020): 152–67. http://dx.doi.org/10.20414/betajtm.v13i2.400.

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[English]: Visuospatial reasoning is indispensable in solving mathematical problems, especially geometry. However, many students face difficulty in visuospatial reasoning. This qualitative study aims to describe eighth-grade students' visuospatial reasoning in solving geometry problems in terms of gender differences. One male and one female student with high mathematics ability were involved. A test and interview were utilized to collect data. The test was used to investigate students' visuospatial reasoning and the interview was administered to confirm students' reasoning. Students’ test and

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Rahmah, Salma Mu'allimatur. "Profil Berpikir Geometri Siswa SMP dalam Menyelesaikan Soal Geometri Ditinjau dari Level Berpikir Van Hiele." MATHEdunesa 9, no. 3 (2021): 562–69. http://dx.doi.org/10.26740/mathedunesa.v9n3.p562-569.

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Abstrak Berpikir geometris merupakan serangkaian aktivitas yang dilakukan oleh siswa dalam menyelesaikan soal geometri meliputi visualisasi, konstruksi, dan penalaran. Terdapat perbedaan dalam proses berpikir geometris yang dilakukan para siswa dalam menyelesaikan soal. Salah satu yang mempengaruhi proses berpikir geometris siswa adalah level berpikir Van Hiele. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan profil berpikir geometris siswa dalam menyelesaikan soal geometri ditinjau dari level berpikir Van Hiele. Subjek penelitian ini terdir

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Zbiek, Rose Mary. "The Pentagon Problem: Geometric Reasoning with Technology." Mathematics Teacher 89, no. 2 (1996): 86–90. http://dx.doi.org/10.5951/mt.89.2.0086.

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We value the use of technology in mathematics learning and teaching, and we want students to reason and to explore mathematical ideas in their mathematics courses. In recent years, such computing tools as The Geometer's Sketchpad (1991) and Cabri Geometry II (1994) allow us to devise and operate on geometric figures similarly as symbolic manipulators allow us to work with algebraic expressions. In this article, we call these tools figure manipulators. These tools make it possible for students to explore and connect geometric ideas from synthetic, analytic, and transformational perspectives. Ye

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Pandiscio, Eric A. "Alternative Geometric Constructions: Promoting Mathematical Reasoning." Mathematics Teacher 95, no. 1 (2002): 32–36. http://dx.doi.org/10.5951/mt.95.1.0032.

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Construction tools in most high school Euclidean geometry classes have typically been limited to a compass for drawing circular arcs and a straightedge for drawing line segments. The strengths of these tools include both mathematical precision and a long history of use. However, alternatives can provide fresh possibilities for engaging students in the mathematical reasoning that lies at the heart of traditional geometry (Gibb 1982; Robertson 1986). This article proposes that a single task completed with a variety of construction tools fosters a greater sense of mathematical contemplation than

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Misni, Misni, and Ferry Ferdianto. "Analisis Kesalahan dalam Menyelesaikan Soal Geometri Siswa Kelas XI SMK Bina Warga Lemahabang." Jurnal Fourier 8, no. 2 (2019): 73–78. http://dx.doi.org/10.14421/fourier.2019.82.73-78.

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Geometri mengandung gambar dan simbol-simbol yang abstrak sehingga butuh penalaran yang tinggi. Kebanyakan siswa kurang memahami materi geometri, sehingga ketika siswa dihadapkan dengan soal geometri akan terjadi kesalahan dalam pengerjaannya. Oleh karena itu, perlu adanya identifikasi dari kesalahan-kesalahan siswa dalam menjawab soal-soal geometri. Adapun, tujuan dari penelitian ini adalah untuk mengetahui jenis-jenis kesalahan siswa dalam menyelesaikan soal geometri dan untuk mengetahui faktor-faktor yang menjadi kesalahan siswa dalam menjawab soal geomerti. Penelitian ini menggunakan metod

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ÖZDEMIR, Furkan. "Examining pre-service teachers' views on reasoning, developing reasoning and importance of reasoning skills in geometry." Acta Didactica Napocensia 15, no. 2 (2022): 1–12. http://dx.doi.org/10.24193/adn.15.2.1.

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The aim of this study is to examine pre-service mathematics teachers' views on reasoning, importance of reasoning in geometry and development of reasoning skills. The study was designed in the phenomenological (phenomenological) design, one of the qualitative research methods. The study group of the study was conducted on 61 pre-service teachers who were studying in the elementary school mathematics teaching program of a university in the Southeastern Anatolia region of Turkey. In the study, a semi-structured interview form, developed by the researcher to collect data, was used to determine th

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Ning, Maizhen, Zihao Zhou, Qiufeng Wang, Xiaowei Huang, and Kaizhu Huang. "GNS: Solving Plane Geometry Problems by Neural-Symbolic Reasoning with Multi-Modal LLMs." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 23 (2025): 24957–65. https://doi.org/10.1609/aaai.v39i23.34679.

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With the outstanding capabilities of Large Language Models (LLMs), solving math word problems (MWP) has greatly progressed, achieving higher performance on several benchmark datasets. However, it is more challenging to solve plane geometry problems (PGPs) due to the necessity of understanding, reasoning and computation on two modality data including both geometry diagrams and textual questions, where Multi-Modal Large Language Models (MLLMs) have not been extensively explored. Previous works simply regarded a plane geometry problem as multi-modal QA task, which ignored the importance of explic

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Zuhria Sya’bani, Gita, Nurul Hikmah, Dwi Novitasari, and Ketut Sarjana. "Hubungan Kecerdasan Spasial dan Kemampuan Penalaran Matematis Peserta Didik Dalam Menyelesaikan Masalah Geometri." Jurnal Riset Pendidikan Matematika Jakarta 5, no. 1 (2023): 22–31. http://dx.doi.org/10.21009/jrpmj.v5i1.23023.

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This study aims to find out whether there is a significant relationship between spatial intelligence and the mathematical reasoning ability of class IX MTs Negeri 2 Mataram students in solving geometry problems. This type of research is correlational research. The sample in this study was students of class IX A MTs Negeri 2 Mataram who were taken with purposive sampling techniques. Data collection is carried out using test instruments in the form of description questions about spatial intelligence, reasoning ability, and solving geometric problems. The data were analyzed using descriptive stat

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Manaster, Alfred B., and Beth M. Schlesinger. "Geometry Problems Promoting Reasoning and Understanding." Mathematics Teacher 92, no. 2 (1999): 114–16. http://dx.doi.org/10.5951/mt.92.2.0114.

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The four related problems presented in this article provide examples of ways to include justifications of interesting mathematics in courses taught before a geometry course. This understanding requires that the students follow chains of reasoning that furnish convincing justifications of the correctness of the general results. The reasoning involves both algebra and geometry, but all the problems can be done before the student takes a formal geometry course.

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Riera, Ecin, Anita Dewi Utami, and Puguh Darmawan. "Profil level penalaran geometris siswa SMP dalam menyelesaikan soal geometri berdasarkan Teori Van Hiele." Jurnal Kajian Pembelajaran Matematika 6, no. 1 (2022): 22. http://dx.doi.org/10.17977/um076v6i12022p22-28.

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This study aims to describe the level profile of junior high school students' geometric reasoning in solving geometry problems in terms of Van Hiele's theory. The instruments used in this study consisted of the main and supporting instruments. The main instrument is the researcher himself. The supporting instruments consist of a Van Hiele thinking level test, a geometry problem-solving test and an interview guide that aims to verify how students step in solving geometry problems. The results showed that most students were still low in mastering the subject of understanding the concept of geome

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Gunawan, Supriatna, and Dea Annisa Nur Fauzi. "Analogical reasoning on two dimensional geometry." Journal of Physics: Conference Series 1778, no. 1 (2021): 012007. http://dx.doi.org/10.1088/1742-6596/1778/1/012007.

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Doré, Maximilian, and Krysia Broda. "Towards Intuitive Reasoning in Axiomatic Geometry." Electronic Proceedings in Theoretical Computer Science 290 (April 1, 2019): 38–55. http://dx.doi.org/10.4204/eptcs.290.4.

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Moss, Erin R. "Geometry and Proportional Reasoning in Agriculture." Mathematics Teaching in the Middle School 24, no. 3 (2018): 184–87. http://dx.doi.org/10.5951/mathteacmiddscho.24.3.0184.

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As you are enjoying your favorite icecream cone or sundae, take a moment to think about where your ice cream came from. If you have never visited a dairy farm, you might have a quaint image of a person sitting on a stool, milking a cow by hand into a metal pail. However, technological advances have automated many aspects of dairy farming, including processes for efficient milking. A rotary milking parlor is one such technology currently in use.

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Kovács, Zoltán, Tomás Recio, and M. Pilar Vélez. "Reasoning about linkages with dynamic geometry." Journal of Symbolic Computation 97 (March 2020): 16–30. http://dx.doi.org/10.1016/j.jsc.2018.12.003.

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Setiyawan, Ahmad Heri, Nur Fauziyah, and Ahmad Fadholi. "Analisis Kemampuan Penalaran Matematis Siswa SMP Materi Geometri Ditinjau Gaya Kognitif Dan Tingkat Berfikir Geometri Van Hiele." Postulat : Jurnal Inovasi Pendidikan Matematika 5, no. 1 (2024): 48. http://dx.doi.org/10.30587/postulat.v5i1.7583.

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Abstract Studying geometry can develop the ability to reason or think logically to solve problems related to shape statements, size, relative position of images, and the nature of space. Mathematical reasoning is students' thinking power in concluding and is the highest mathematical cognitive domain. Middle school-level students need help in mathematical reasoning at the conclusion-drawing stage. Qualitative descriptive research to describe the mathematical reasoning abilities of junior high school students. The research subjects for class VIII A UPT SMP Negeri 22 Gresik consisted of three fie

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Perham, Arnold E., C. S. V., Bernadette H. Perham, and Faustine L. Perham. "Creating a Learning Environment for Geometric Reasoning." Mathematics Teacher 90, no. 7 (1997): 521–42. http://dx.doi.org/10.5951/mt.90.7.0521.

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Geometry teachers can introduce the theorems of Euclidean geometry in various ways. Complementing the standbys of the past, namely, compass-and-straightedge constructions and manipulatives, are geometry-construction software, spreadsheets, and programmable graphing calculators.

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Barrera Vera, José Antonio, and Roberto Narváez-Rodríguez. "Reframing Descriptive Geometry in the Digital Era." TRIBELON Journal of Drawing and Representation of Architecture, Landscape and Environment 2, no. 3 (2025): 72–79. https://doi.org/10.36253/tribelon-3355.

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The relationship between descriptive geometry and architecture is undergoing a significant transformation, driven by both the increasing complexity of contemporary architectural demands and the evolution of digital tools. Each technological era – from traditional descriptive geometry through 2D CAD, 3D modelling, computational design, to emerging AI approaches – has fundamentally altered the way geometry is accessed, conceptualised, and manipulated. These transformations have led to the development of new cognitive frameworks for spatial thinking. This article examines this transformation thro

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Kaufmann, Matthew L., Megan A. Bomer, and Nancy Norem Powell. "Want to Play Geometry?" Mathematics Teacher 103, no. 3 (2009): 190–95. http://dx.doi.org/10.5951/mt.103.3.0190.

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Kaufmann, Matthew L., Megan A. Bomer, and Nancy Norem Powell. "Want to Play Geometry?" Mathematics Teacher 103, no. 3 (2009): 190–95. http://dx.doi.org/10.5951/mt.103.3.0190.

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Köppl, Dominik. "Linking Off-Road Points to Routing Networks." Algorithms 15, no. 5 (2022): 163. http://dx.doi.org/10.3390/a15050163.

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Although graph theory has already been introduced in spatial reasoning, current spatial database systems do not provide out-of-the-box routing on geometric points that are not matched on the graph. Methods that connect new reference locations to the graph render different routing results. Moreover, current solutions break reasoning down to local analysis. We bridge the gap between routing networks and spatial geometry by a global matching of geometric points to routing networks.

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Wahyuni, Septia, Julia Noviani, and Dian Saleha. "Profile of Spatial Ability of High School Students when Solving Geometry Problems." Southeast Asian Mathematics Education Journal 14, no. 1 (2024): 47–68. https://doi.org/10.46517/seamej.v14i1.288.

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Learning geometry began in elementary school and continued through high school, as well as at more advanced levels in the area of interest of higher education. This is because studying geometry can enhance students' problem-solving skills and mathematical reasoning. Prioritized in geometry are the acquisition of spatial reasoning skills and an understanding of geometrical shapes and properties. This research aims to describe the spatial abilities of high school students in solving geometry problems. This study used qualitative research methods using descriptive design. The research subjects in

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Siregar, Nurfadilah. "Meninjau Kemampuan Penalaran Matematis Siswa SMP melalui Wawancara Berbasis Tugas Geometri." Mosharafa: Jurnal Pendidikan Matematika 5, no. 2 (2018): 128–37. http://dx.doi.org/10.31980/mosharafa.v5i2.268.

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ABSTRAKStudi awal atau biasa disebut dengan pilot study merupakan studi pendahuluan yang dilakukan oleh kebanyakan peneliti sebagai suatu hal yang penting dalam proyek penelitian selanjutnya. Pada tulisan ini, penulis memaparkan hasil wawancara yang dilakukan dengan dua orang siswa kelas VIII pada salah satu sekolah menengah pertama di Kabupaten Bandung Barat terkait dengan menggali penalaran matematis siswa SMP. Wawancara dilakukan dengan menggunakan pedoman wawancara berbasis tugas geometri. Diperoleh hasil bahwa penalaran matematis kedua siswa tersebut terkait penyelesaian tugas geometri ma

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Siregar, Nurfadilah. "Meninjau Kemampuan Penalaran Matematis Siswa SMP melalui Wawancara Berbasis Tugas Geometri." Mosharafa: Jurnal Pendidikan Matematika 5, no. 2 (2016): 128–37. http://dx.doi.org/10.31980/mosharafa.v5i2.389.

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Studi awal atau biasa disebut dengan pilot study merupakan studi pendahuluan yang dilakukan oleh kebanyakan peneliti sebagai suatu hal yang penting dalam proyek penelitian selanjutnya. Pada tulisan ini, penulis memaparkan hasil wawancara yang dilakukan dengan dua orang siswa kelas VIII pada salah satu sekolah menengah pertama di Kabupaten Bandung Barat terkait dengan menggali penalaran matematis siswa SMP. Wawancara dilakukan dengan menggunakan pedoman wawancara berbasis tugas geometri. Diperoleh hasil bahwa penalaran matematis kedua siswa tersebut terkait penyelesaian tugas geometri masih ren

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Alimuddin, A., I. Ilham, and J. Jubaedah. "Deskripsi Jenis Kesalahan dalam Menyelesaikan TIMSS-Based Test Ditinjau dari Kemampuan Awal pada Siswa SMP." Issues in Mathematics Education (IMED) 4, no. 1 (2020): 18. http://dx.doi.org/10.35580/imed15288.

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Penelitian ini bertujuan untuk mengetahui jenis-jenis kesalahan yang dilakukan oleh siswa berkemampuan awal matematika tinggi dan kemampuan awal matematika rendah dalam menyelesaikan soal geometri berbasis TIMSS untuk domain kognitif mengaplikasikan (applying) dan penalaran (reasoning). Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan pendekatan deskriptif. Subjek penelitian sebanyak 2 orang dengan 1 orang berkemampuan awal matematika tinggi dan 1 orang berkemampuan awal matematika rendah dari siswa kelas VIII SMP. Instrumen penelitian menggunakan terdiri atas tes matematik

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Mensah, Nana Boahen, Emmanuel Barton Odro, and Derek A. Williams. "Examination of 9th Graders' Levels of Geometric Thinking." International Journal of Research in Education and Science 9, no. 3 (2023): 688–703. http://dx.doi.org/10.46328/ijres.3184.

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Robust understanding of geometry is important for students’ future studies in mathematical sciences, many careers, and for understanding the world around them. Therefore, the aim of this study was to understand the geometric thinking levels of 9th graders in Ghana before they enter the Senior High School. This study used the van Hiele theory (Van Hiele-Geldof, 1957) to understand geometric thinking levels of 400 9th graders in western Ghana. These students were given the van Hiele Geometry Test (VHGT) developed by Usiskin (1982). The results showed that 56.2% of 9th graders demonstrated thinki

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Savić, Snežana. "Van Hiele theory of geometric thinking in the mathematical teaching." Metodicka praksa 17, no. 2 (2017): 141–52. http://dx.doi.org/10.5937/metpra1701141s.

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Although the twentieth century was marked research in algebra, the emergence of the theory of geometric thinking encourages interest in geometric content. With increasing interest in geometric idea is important to research about the nature of geometrical reasoning and how it develops. This paper summarizes the theoretical framework for the study of geometrical reasoning van Hiele model of thinking in geometry. First, we give van Hiele theory of geometrical reasoning, levels of understanding of spatial relationships and geometric phase of learning content. Second, we present and analyze the int

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