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Journal articles on the topic 'Mathematics-Geometry'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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1

Terc, Michael. "Coordinate Geometry—Art and Mathematics." Arithmetic Teacher 33, no. 2 (October 1985): 22–24. http://dx.doi.org/10.5951/at.33.2.0022.

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Our sutudents cry for self-expression, for a chance to see mathematics in action. Frequently, however, the structure of mathematics does not lend itself to individual style or variation. Problem solving can tend to be dull and monotonous rather than exciting and stimulating.

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2

Nyangeni, Nosisa P., and Michael J. Glencross. "Sex Differences in Mathematics Achievement and Attitude toward Mathematics." Psychological Reports 80, no. 2 (April 1997): 603–8. http://dx.doi.org/10.2466/pr0.1997.80.2.603.

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In a study of sex differences in mathematics achievement and attitude toward mathematics, a sample of 278 Standard 10 (Grade 12) students (95 boys and 183 girls) from seven senior secondary schools in the Umtata district of Transkei, South Africa, wrote tests in algebra and geometry and completed an attitude questionnaire. Analysis showed no significant difference between the mean scores of boys and girls in algebra but a significant difference between scores in geometry, with the mean score of boys being greater than that of girls. There was no significant difference between the mean scores of boys and girls on the Attitude Toward Mathematics scale, although boys had a significantly more positive Attitude Toward Geometry than girls. Significant low correlations were found between scores on Attitudes Toward Mathematics and scores in mathematics and between scores on Attitudes Toward Geometry and scores in geometry.

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3

Zheng, Tingyao. "Do Mathematics with Interactive Geometry Software." Mathematics Teacher 95, no. 7 (October 2002): 492–97. http://dx.doi.org/10.5951/mt.95.7.0492.

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Many people agree that the main objective of mathematics education is to teach students to think critically and to do mathematics as mathematicians do. The National Council of Teachers of Mathematics (2000) points out that for school mathematics programs to create autonomous learners, students should be challenged with appropriately chosen tasks. Students will then become confident in their ability to tackle difficult problems and become reflective in their thinking and learning.

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4

Zheng, Tingyao. "Do Mathematics with Interactive Geometry Software." Mathematics Teacher 95, no. 7 (October 2002): 492–97. http://dx.doi.org/10.5951/mt.95.7.0492.

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Many people agree that the main objective of mathematics education is to teach students to think critically and to do mathematics as mathematicians do. The National Council of Teachers of Mathematics (2000) points out that for school mathematics programs to create autonomous learners, students should be challenged with appropriately chosen tasks. Students will then become confident in their ability to tackle difficult problems and become reflective in their thinking and learning.

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5

Iyengar, Mukunda Kalpana. "Bharatanatyam and Mathematics: Teaching Geometry Through Dance." Journal of Fine and Studio Art 5, no. 2 (October 31, 2015): 6–17. http://dx.doi.org/10.5897/jfsa2015.0031.

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6

Ede, J. D., and E. C. Zeeman. "Royal Institution Mathematics Masterclass: Geometry and Perspective." Mathematical Gazette 73, no. 463 (March 1989): 51. http://dx.doi.org/10.2307/3618215.

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7

Bright, George W. "Teaching Mathematics with Technology: Logo and Geometry." Arithmetic Teacher 36, no. 5 (January 1989): 32–34. http://dx.doi.org/10.5951/at.36.5.0032.

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Interest in teaching geometry through Logo graphics is increasing. It seems reasonable to expect that geometry understandings will improve through exposure to such a visual environment, but the research has not given clear-cut evidence that the improvement is automatic. However, in two recent studies (Kelly, Kelly, and Miller 1986–87; Noss 1987) Logo showed a possible advantage in improving students' understanding of selected geometric concepts. This month's activities illustrate a way that teachers can give students explicit help in focusing on important geometric ideas.

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8

Djokic, Olivera. "Realistic mathematics education in initial geometry teaching." Inovacije u nastavi 27, no. 2 (2014): 7–21. http://dx.doi.org/10.5937/inovacije1402007d.

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9

Libow, Herb. "Explorations in Geometry: The “Art” of Mathematics." Mathematics Teacher 90, no. 5 (May 1997): 340–42. http://dx.doi.org/10.5951/mt.90.5.0340.

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We often pose a mathematical situation, concept, or theorem and do not proceed to explore it fully. We do not experience the thrill of chasing our intuitions, the excitement of meeting the unexpected, the uplift of clarifying ideas, the feeling of enlightenment and pride upon discovering something new to us, and the rush of succinctly capturing the essence of complexity. In short, we miss the artistic experience in one of our great arts—mathematics.

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10

Moyer, Todd O. "Non-Geometry Mathematics and The Geometer's Sketchpad." Mathematics Teacher 99, no. 7 (March 2006): 490–95. http://dx.doi.org/10.5951/mt.99.7.0490.

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The Geometer's Sketchpad (GSP) is a well-known interactive geometry software package. Its usefulness in geometry instruction has been well researched (Choi-Koh 1999; Dixon 1997; Groman 1996; Lester 1996; Moyer 2003; Weaver and Quinn 1999). Finzer and Jackiw (1998) recommend the use of GSP as the dynamic manipulative for geometric concepts. GSP allows students to construct a figure, to perform measurements of lengths and angles, and then to “click and drag” any part or parts of that figure to look for change.

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11

Okolica, Steve, and Georgette Macrina. "Integrating Transformation Geometry into Traditional High School Geometry." Mathematics Teacher 85, no. 9 (December 1992): 716–19. http://dx.doi.org/10.5951/mt.85.9.0716.

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The grades 9-12 section of NCTM's Curriculum and Evaluation Standards for School Mathematics defines transformation geometry as “the geometric counterpart of functions” (1989, 161). Further, the Standards document recognizes the importance of this topic to the high school mathematics curriculum by listing it among the “topics to receive increased attention” (p. 126). Also included on this list is the integration of geometry “across topics.”

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12

Abdurrahman, Abdurrahman, and Nofriyandi Nofriyandi. "Profile of Students’ Difficulties to Learn Geometry of Mathematics Education Study Program." EDUKATIF : JURNAL ILMU PENDIDIKAN 4, no. 1 (January 7, 2022): 1075–82. http://dx.doi.org/10.31004/edukatif.v4i1.2102.

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This study describes mathematics education students' learning difficulties of Mathematics Education Study Program students at Riau Islamic university in Riau Province. This research is mixed-method research. The population in this study were students of Mathematics education at the Islamic University of Riau. The sampling technique uses a purposive approach by taking all active students and have studied geometry. The data collection instrument in this study used a questionnaire and interview guidelines. Data analysis used quantitative descriptive and qualitative descriptive. The analysis results show that 55.7% have difficulty remembering the concepts that have been studied (postulates, theorems, definitions, principles, procedures/operations, facts). 41% of students have difficulty understanding any geometry lecture material. 38.5% of students cannot understand the intent or problem in the given geometry problem. 54.9% of students cannot apply postulates/theorems/solve geometry problems. 41.8% of students cannot determine and sequence the steps in solving geometry problems. 36.9% of students cannot carry out a sequential, correct, and complete calculation process in solving geometry problems. There are 41% of students of the Mathematics Education Study Program at the Islamic University of Riau who are less able to be thorough and careful in solving geometry problems

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13

Makamure, Chipo, and Zingiswa M. Jojo. "Visual-spatial Skills and Mathematics Content Conceptualisation for Pre-service Teachers." Indonesian Journal of Science and Mathematics Education 4, no. 3 (November 20, 2021): 223–41. http://dx.doi.org/10.24042/ijsme.v4i3.9842.

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Empirical evidence in literature identified significant association between spatial ability and educational performance particularly in science, technology, engineering and mathematics (STEM). The purpose of this study was to explore pre-service teachers’ spatial skills in solving mathematics problems, in the context of coordinate geometry. It is envisaged that spatial skills allow for the perception of visual information and, therefore, spatial cognition has been considered as a key skill in teaching mathematics. However, literature asserts that teachers are ill prepared to teach mathematics, hence there is limited use and misuse of spatial skills in teaching the subject. This study, therefore, examines the spatial orientation of pre-service teachers in teaching coordinate geometry. This is a mixed methods study in which pre-service teachers answered a coordinate geometry test to explore their content knowledge and their ability to interpret, analyse and apply visual spatial models to solve mathematical problems in coordinate geometry. The study established that the spatial orientation skills of pre-service teachers determine their performance in mathematics, especially coordinate geometry.

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14

Knuth, Eric J. "Proof as a Tool for Learning Mathematics." Mathematics Teacher 95, no. 7 (October 2002): 486–90. http://dx.doi.org/10.5951/mt.95.7.0486.

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Proof is considered to be central to the discipline of mathematics and the practice of mathematicians. Yet its role in secondary school mathematics has traditionally been peripheral at best; the only substantial treatment of proof is limited to geometry. According to Wu (1996, p. 228), however, the scarcity of proof outside of geometry is a misrepresentation of the nature of proof in mathematics.

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Knuth, Eric J. "Proof as a Tool for Learning Mathematics." Mathematics Teacher 95, no. 7 (October 2002): 486–90. http://dx.doi.org/10.5951/mt.95.7.0486.

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Proof is considered to be central to the discipline of mathematics and the practice of mathematicians. Yet its role in secondary school mathematics has traditionally been peripheral at best; the only substantial treatment of proof is limited to geometry. According to Wu (1996, p. 228), however, the scarcity of proof outside of geometry is a misrepresentation of the nature of proof in mathematics.

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16

Heo, Sunhee, and Jonghoon Do. "A study on teaching geometry with dynamic geometry software in middle school mathematics." Educational Research Institute 41, no. 4 (February 28, 2022): 615–29. http://dx.doi.org/10.34245/jed.41.4.615.

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17

Sari, Rika Mulyati Mustika, and Lessa Roesdiana. "Analisis kesulitan belajar siswa SMA pada pembelajaran geometri." AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 10, no. 2 (December 13, 2019): 209–14. http://dx.doi.org/10.26877/aks.v10i2.4253.

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Geometry is one branch of mathematics for high school level, one of which is cone slices which deal with circles, ellipses, parabola, and hyperbole. However, from the data obtained in the last few years from the PUSPENDIK the value of the students' mathematics at the Geometry branch is always lower than the other branches of the mathematics branch. This is what encourages researchers to conduct preliminary research that aims to analyze and describe student learning difficulties in learning geometry. The benefits of this research are a reference for research to develop appropriate mathematics teaching materials and in accordance with the characteristics of geometry. This research use desciptive qualitative approach. Methods of data collection are observation, interviews and questionnaires. Analysis of the data used is using the Miles and Huberman models which include: data reduction, data display, and conclusion drawing / verification. The results of this study are in the form of a description of learning difficulties faced by students in learning geometry. Keywords: learning difficulties, Geometry

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18

Senk, Sharon L., and Daniel B. Hirschhorn. "Implementing The Standards: Multiple Approaches to Geometry: Teaching Similarity." Mathematics Teacher 83, no. 4 (April 1990): 274–80. http://dx.doi.org/10.5951/mt.83.4.0274.

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Geometry as a subject uniquely furnishes a language for describing our physical world. It also gives a way visually to represent concepts and relations in other branches of mathematics. Although debate might always ensue on whether geometry should be a full-year secondary school course, the importance of geometry throughout a student's mathematics education seems to have broad acceptance. Consequently, it is not surprising that in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) we find an explicit standard on geometry for all levels K–4, 5–8, and 9–12. In fact, for grades 9–12, two standards on geometry are included—one focusing on a synthetic approach, the other on an algebraic approach.

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19

Manouchehri, Azita, Mary C. Enderson, and Lyle A. Pugnucco. "Exploring Geometry with Technology." Mathematics Teaching in the Middle School 3, no. 6 (March 1998): 436–42. http://dx.doi.org/10.5951/mtms.3.6.0436.

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The study of geometry in grades 5-8 should incorporate opportunities for students to engage in exploring and analyzing geometric shapes to conjecture about geometric relationships through data collection and model construction, according to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). In this fashion, students will develop an intuitive understanding of geometric concepts and learn to reason formally and informally. Moreover, it is hoped that through such processes, students will formulate relevant definitions and theorems. The Standards document also encourages the use of computer technologies in middle school mathematics instruction. This suggestion was based on the assumption that interactive environments provided by appropriate geometry software have the potential to foster students' movement from concrete expetiences with mathematics to more formal levels of abstractions, nurture students' conjectuting spirit, and improve their mathematical thinking. Although the NCTM's visions for the geometry curriculum and for methods of teaching geometry in the middle levels are certainly attractive, many teachers are concerned about what software is useful for the middle school population, how such software can be used in instruction. what issues are associated with their use, and what the consequences are of learning and teaching mathematics within such environments.

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20

Jung, Inchul, and Yunghwan Kim. "Activities for Students: Using Geometry Software to Revisit the Ellipse." Mathematics Teacher 97, no. 3 (March 2004): 184–91. http://dx.doi.org/10.5951/mt.97.3.0184.

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Because geometry focuses on figures instead of numbers, geometrical features can be explored by drawing on the ground with only a stick or a finger. Perhaps this ease of exploration explains why geometry has such a long history in mathematics and why, from a historical perspective, it can be considered the foundation of mathematics. Geometry involves a lot of graphics and manipulatives that students can touch and use to explore. Since those graphics serve as an important link between mathematical models and real-world phenomena, students sometimes are more comfortable with geometry than with more abstract mathematics

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21

Ahmad, Syafri. "GEOMETRY LEARNING WITH INDONESIAN REALISTIC MATHEMATICS EDUCATION APPROACH." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 11, no. 4 (January 10, 2022): 393. http://dx.doi.org/10.24114/esjpgsd.v11i4.33331.

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This research is based on the learning background that is still a teacher-centered dynamic while students are passive. The purpose of this research is to develop a teacher’s guideline in learning geometry with the Indonesian Realistic Mathematics Education (PMRI) approach that is valid, practical, and influential. This research is a development research (R&D) with the Tjeerd Plomp model. Field trial with an experimental design of one group pre-test and post-test time series, with a sample of 33 elementary school students in the city of Padang. The results showed that the PMRI teacher guidelines were valid, practical, and influential. In particular, there are significant differences in the geometry learning outcomes between before and after using this teacher guide. This is indicated by the results of the data analysis of the significant difference between post-test 1 and pre-test 1, post-test 2 and pre-test 2, as well as post-test 3 and pre-test 3 with a p-value of 0.001 < 0.05. Qualitatively, students can understand that a square is a rectangle whose all sides are the same length, and that a square and a rectangle had the characteristics of a parallelogram. In term of van Hiele's theory, students are at the stage of informal deductive thinking. Students can conclude the shapes and characteristics of flat shapes of triangles, squares, rectangles, and parallelograms. Elementary school teachers are advised in learning geometry to use the teacher’s guidelines that have been developed.Keywords: Learning, geometry, PMRI, van Hiele, primary school.

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22

Field, J. V. "Renaissance mathematics: diagrams for geometry, astronomy and music." Interdisciplinary Science Reviews 29, no. 3 (September 2004): 259–77. http://dx.doi.org/10.1179/030801804225018873.

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23

Hitchin, Nigel. "SYMPLECTIC GEOMETRY (Advanced Studies in Contemporary Mathematics 5)." Bulletin of the London Mathematical Society 23, no. 4 (July 1991): 408–10. http://dx.doi.org/10.1112/blms/23.4.408.

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24

Woodward, Ernest. "Interesting Geometry Questions From the Tennessee Mathematics Contests." School Science and Mathematics 88, no. 3 (March 1988): 225–35. http://dx.doi.org/10.1111/j.1949-8594.1988.tb11805.x.

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25

Warsito, D. Muhtadi, Sukirwan, and H. Saleh. "The Role of Progressive Mathematics in Geometry Learning." Journal of Physics: Conference Series 1613 (August 2020): 012042. http://dx.doi.org/10.1088/1742-6596/1613/1/012042.

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26

Anderson, James W. "SOURCES OF HYPERBOLIC GEOMETRY (History of Mathematics 10)." Bulletin of the London Mathematical Society 30, no. 3 (May 1998): 333–34. http://dx.doi.org/10.1112/s002460939731409x.

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27

Kaufmann, Hannes, and Dieter Schmalstieg. "Mathematics and geometry education with collaborative augmented reality." Computers & Graphics 27, no. 3 (June 2003): 339–45. http://dx.doi.org/10.1016/s0097-8493(03)00028-1.

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28

Noel J. Pinnington. "Sacred Mathematics: Japanese Temple Geometry (review)." Monumenta Nipponica 64, no. 1 (2009): 174–77. http://dx.doi.org/10.1353/mni.0.0059.

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29

Widayati, F. E., B. Usodo, and I. Pamudya. "Mathematics learning on geometry for children with autism." Journal of Physics: Conference Series 943 (December 2017): 012016. http://dx.doi.org/10.1088/1742-6596/943/1/012016.

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30

Craviotto, Cathleen, and Jeff Farmer. "GEOMETRY ANDW THE INFINITE: AN INTERDISCIPLINARY MATHEMATICS COURSE." PRIMUS 13, no. 3 (January 2003): 193–208. http://dx.doi.org/10.1080/10511970308984058.

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31

Wahyuningrum, Endang, Disti Pratiwi, and Sandra Sukmaning Adji. "PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER." Jurnal Pendidikan 20, no. 1 (March 28, 2019): 69–81. http://dx.doi.org/10.33830/jp.v20i1.239.2019.

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The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety.The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

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Wahyuningrum, Endang, Disti Pratiwi, and Sandra Sukmaning Adji. "PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER." Jurnal Pendidikan 20, no. 1 (June 19, 2019): 69. http://dx.doi.org/10.33830/jp.v20i1.862.2019.

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The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

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33

Robertson, Stuart P. "Getting Students Actively Involved in Geometry." Teaching Children Mathematics 5, no. 9 (May 1999): 526–29. http://dx.doi.org/10.5951/tcm.5.9.0526.

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For the past three years, I have begun my school year by having students write a “mathematical autobiography.” We talk about what an autobiography is and what a mathematical autobiography might be like. The students write about their interactions with mathematics, how they feel about it, and what they have done in mathematics. Their writings often reveal that students view mathematics as computation. They write about addition, subtraction, multiplication, and division; which operations they like to do and which ones they do not like. One activity that I use to address their one-sided view of mathematics is a geometry unit, which gives another view of mathematics and highlights how geometry surrounds students every day.

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34

Wahidin, Wahidin, and Fitri Alyani. "Pelatihan Dalam Pengaplikasian Konsep Transformasi Geometri Pada Desain Motif Batik di SMP Negeri 81 Jakarta." Jumat Pendidikan: Jurnal Pengabdian Masyarakat 3, no. 1 (April 4, 2022): 51–53. http://dx.doi.org/10.32764/abdimaspen.v3i1.2398.

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Mathematics is learned and developed to solve daily problems. One of the obstacles of students interesnt in mathematics is the lack of information related to the application of mathematics in daily life that is conveyed to students. In fact, the mathematics material learned in school is an early concept that is widely used in everyday life. One of them is the transformation of the geometry. Geometry Transformation is a branch of mathematics in the algebra. The use of geometric concepts is often found in everyday life. Based on these problems, the community service team offered a solution in the form of training in the concept of geometric transformation with batik motif designs. Keywords: Transformation geometry, batik motif design.

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35

Serin, Hamdi. "Perspectives on the Teaching of Geometry: Teaching and Learning Methods." Journal of Education and Training 5, no. 1 (February 23, 2018): 1. http://dx.doi.org/10.5296/jet.v5i1.12115.

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Geometry, an important branch of Mathematics, has a place in education for the development of critical thinking and problem solving, furthermore, that geometrical shapes are parts of our lives as they appear almost everywhere, geometry is utilized in science and art as well. This paper defines geometry teaching and puts forth why it has been given an important place in teaching mathematics. The major issue the paper deals with is to facilitate teaching Geometry through employing same useful preaches.

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Oberdorf, Christine D., and Jennifer Taylor-Cox. "Early Childhood Corner: Shape Up!" Teaching Children Mathematics 5, no. 6 (February 1999): 340–45. http://dx.doi.org/10.5951/tcm.5.6.0340.

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Geometry is an essential component of mathematics instruction. “Geometry helps us represent and describe in an orderly manner the world in which we live” (NCTM 1989, 48). Research in the field of early childhood mathematics education (Fuys and Liebov 1993; Del Grande 1985; Fruedenthal 1973) confirms that children are naturally intrigued by, and motivated to learn more about, the geometry that defines their worlds. Although it is important to provide a rich geometry program in the primary grades, research reveals that the little attention given to geometry is typically for exposure purposes (Bruni and Seidenstein 1990; Porter 1989). Therefore, any classroom time devoted to geometry is precious.

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Al Maududi, Roni, Rini Widia Putri, and Purni Munah Hartuti. "GeoGebra Training for Making Mathematics Learning Media at SMPN 11 Depok." REKA ELKOMIKA: Jurnal Pengabdian kepada Masyarakat 2, no. 2 (December 21, 2021): 67–74. http://dx.doi.org/10.26760/rekaelkomika.v2i2.67-74.

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The purpose of this community service activities is to introduce and provide a GeoGebra training to Mathematics teachers at SMP Negeri 11 Depok. GeoGebra is a software that is used as a learning media in Geometry and Algebra as an innovation in learning Mathematics. So far, teachers are using simple tools only to explain about some topics in Mathematics to the students. The community service team will introduce and give a GeoGebra training. The methods that are used are training methods, accommodation, and discussion. The training is carried out by providing theories and practices to the teachers to operate the GeoGebra for Geometry and Algebra. The output target in this community service is the teachers can use GeoGebra as a learning media in Mathematics especially in Geometry and Algebra, GeoGebra module, and scientific articles.

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38

Agormor, Sefakor, Jones Apawu, Jackson Jessel Aboagye-Agbi, and Evans Kofi Hokor. "Prior mathematics achievement and mathematics self-efficacy as indicators for success in pre-service teachers’ achievement in geometry and trigonometry." Journal of Research in Instructional 2, no. 2 (October 27, 2022): 115–28. http://dx.doi.org/10.30862/jri.v2i2.83.

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This study is a quantitative research and used a correlational research design to investigate the relationship between pre-service teachers’ prior mathematics achievement (PA) at the senior high school and mathematics self-efficacy (MSEF) on learning and achievement in geometry and trigonometry in colleges of education. A sample of 449 pre-service teachers (264 males and 185 females) randomly selected from the population was used for the study. The result revealed a strong positive relationship between PA (r = 0.543), MSEf (r = 0.542), and geometry and trigonometry score. The study then concludes that the factors (PA, MSEf) have a positive relationship with geometry and trigonometry achievement. The study recommended that colleges of education should place much emphasis on pre-service teachers’ entry grade in mathematics when considering the requirement for admission.

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Sudirman, Sudirman, Mellawaty Mellawaty, Poppy Yaniawati, and Rully Indrawan. "Integrating Local Wisdom Forms in Augmented Reality Application: Impact Attitudes, Motivations and Understanding of Geometry of Pre-service Mathematics Teachers’." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 11 (July 10, 2020): 91. http://dx.doi.org/10.3991/ijim.v14i11.12183.

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This study aims to implement integrated learning of local wisdom forms in Mobile Augmented Reality (MAR) application and analyze their impact on learning attitude, learning motivation and Geometry concept understanding of pre-service mathematics teachers. The subjects of this study were 24 pre-service mathematics teachers. This study uses an embedded design of the Mix-method. The instruments in this study were questionnaires (attitude and learning motivation), Geometry concept understanding test, and semi-structured interview. The data were analyzed quantitative and qualitatively. The finding covered that learning geometry by integrating local wisdom form in MAR application was effective and gave a positive impact on the attitude, motivation, and geometry concept understanding of pre-service mathematics teachers.

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Rahmi, Arifa, Armiati Armiati, and Hendra Syarifuddin. "Tahap Preliminary Research Pengembangan Media Pembelajaran Berbasis Komputer pada Materi Transformasi SMA/MA." Jurnal Riset Pendidikan Matematika Jakarta 3, no. 1 (February 24, 2021): 14–18. http://dx.doi.org/10.21009/jrpmj.v3i1.5695.

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The human life aspectâ€™s is concerned with measure activities that geometry context, such as study of plane, space, size and position. Studentsâ€™ faced the difficulty in understanding concept and interpreting of direction of a transformed geometry object. To solved this difficulty studentsâ€™ need mathematics learning media which able to clarify transformation context. The aim of this research to know the characteristics and description of mathematics learning media of based computer on geometry transformation context which is should be preliminary research phase. This research was using Plomp model. This model consist to preliminary research phase. This research found that mathematics learning media of based computer on the geometry transformation context was preliminary research phase.

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Huse, Vanessa Evans, Nancy Larson Bluemel, and Rhonda Harris Taylor. "Making Connections: From Paper to Pop-Up Books." Teaching Children Mathematics 1, no. 1 (September 1994): 14–17. http://dx.doi.org/10.5951/tcm.1.1.0014.

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The goal of the elementary mathematics program is to create an environment that supports the active exploration of mathematical ideas while demonstrating the connections between mathematics and everyday life. Many elementary students have limited instruction in geometry, even though this subject is an essential element in the mathematics curriculum. Students with a background in geometry may be able to rec ite geometric facts but often cannot employ the information to visualize practical solutions to problems. The ideas that foiJow describe geometry-related activities that use an inexpensive manipulative, paper, to create a pop-up card.

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Syafriandi, Syafriandi, and Dina Fitria. "Analysis of Teacher’s Competence About Mathematics Materials for National Final Examination." Pelita Eksakta 1, no. 1 (March 8, 2018): 20. http://dx.doi.org/10.24036/pelitaeksakta/vol1-iss1/5.

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Principal component in teaching mathematics for teacher is professional competence. It cover how the teacher understand the material of subject matter itself. Teaching Mathematics in Junior High School, teacher have to understand completely in Numbers, Algebra, Geometry and measurements, and also Statistics and probability. Based on the exam and discussion in workshop, known that math teacher in Pesisir Selatan having problems in teaching Geometry and measurement and also Statistics and probability. The problems are complexity of teaching materials, error in translating competence standard and basic competence into lesson plan, time management and student’s motivation in studying math. Solution that offered to the teacher are translating basic competence into learning process and trick how to teach Geometry and Statistics especially. Teaching geometry by explain all geometry object, i.e. plane and space simultaneously and compare each object directly. Teaching statistics and probability starting by counting process.

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Jupri, Al, Siti Fatimah, and Dian Usdiyana. "Dampak Perkuliahan Geometri Pada Penalaran Deduktif Mahasiswa: Kasus Pembelajaran Teorema Ceva." AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 11, no. 1 (July 15, 2020): 93–104. http://dx.doi.org/10.26877/aks.v11i1.6011.

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Geometry is one of branches of mathematics that can develop deductive thinking ability for anyone, including students of prospective mathematics teachers, who learning it. This deductive thinking ability is needed by prospective mathematics teachers for their future careers as mathematics educators. This research therefore aims to investigate the influence of the learning process of a geometry course toward deductive reasoning ability of students of prospective mathematics teachers. To do so, this qualitative research was carried out through an observation of the learning process and assessment of the geometry course, involving 56 students of prospective mathematics teachers, in one of mathematics education program, in one of state universities in Bandung. A geometry topic observed in the learning process was the Ceva’s theorem, and the assessment was in the form of an individual written test on the application of the Ceva’s theorem in a proving process. The results showed that the learning process emphasizes on proving of theorems and mathematical statements. In addition, the test revealed that ten students are able to use the Ceva’s theorem in a proving process and different strategies of proving are found, including the use of properties of similarity between triangles and of the concept of trigonometry. This indicates a creativity of student deductive thinking in proving process. In conclusion, the geometry course that emphasizes on proving of theorems and mathematical statements has influenced on filexibility of student deductive thinking in proving processes.

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Purnomo, Yoppy Wahyu, Masitah Sharill, Olivia Pandansari, Rika Susanti, and Winarni Winarni. "Cognitive demands on geometrical tasks in Indonesian elementary school mathematics textbook." Jurnal Elemen 8, no. 2 (July 1, 2022): 466–79. http://dx.doi.org/10.29408/jel.v8i2.5235.

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Examples and exercises in mathematics textbooks have an essential role in directing teaching and learning to achieve the objectives of the mathematics curriculum. This study examines mathematical tasks, i.e., examples and exercises, for a grade 4 elementary school mathematics textbook published by the Indonesian Government in 2018. We focus on geometry tasks and categorize them based on the dimensions of cognitive processes and knowledge of the revised Bloom’s taxonomy. Textbook research is used to achieve the objectives of this study. The validity of the data was carried out by employing peer debriefing. The findings of this study indicate that only about 30% of the geometry tasks in this mathematics textbook require high-level mathematical thinking skills. This study also shows that procedural knowledge is more dominant and becomes an orientation in presenting geometry tasks. This finding becomes less relevant to the orientation of researchers and policymakers who want the direction of mathematics education to be forming students as problem solvers.

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Jupri, Al, Sumanang Muhtar Gozali, and Dian Usdiyana. "AN ANALYSIS OF A GEOMETRY LEARNING PROCESS: THE CASE OF PROVING AREA FORMULAS." Prima: Jurnal Pendidikan Matematika 4, no. 2 (July 30, 2020): 154. http://dx.doi.org/10.31000/prima.v4i2.2619.

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Geometry is one of the courses in the curriculum for students of prospective mathematics teachers that can develop deductive thinking ability. The question is, how is the learning and teaching process of the geometry course implemented so as to develop this deductive thinking ability? This research, therefore, aims to investigate the learning and teaching process of a geometry course for prospective mathematics teachers. For reaching these aims, this qualitative study was conducted through observations on the learning process and the written test of a geometry course, for the case of area formulas, involving 56 students of mathematics education program. The results revealed that the learning process is implemented by emphasizing the use of the deductive approach, and from the written test we found various proof strategies in proving an area formula. We conclude that the learning and teaching process of the geometry course has influenced the development of student deductive thinking.

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Fitri, Yuliani, and Prima Yudhi. "Pembuktian Ketegaklurusan Garis terhadap Bidang pada Kubus dan Balok Abstrak." JOSTECH: Journal of Science and Technology 1, no. 1 (March 31, 2021): 105–14. http://dx.doi.org/10.15548/jostech.v1i1.2434.

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Geometry is a compulsory course conducted in mathematics department at university level. In mathematics syllabus, geometry is divided into two dimensional and three dimensional figures. Two dimensional geometry focuses on points, lines, dimension, and angle. Meanwhile, three dimensional geometry focuses on three dimensional figures consisting of some two dimensional figures such as cubes, beams, prisms, pyramids, extra. In this article, geometry aspects are focused on line perpendicularity to dimension in cubes and beams because connectivity between line perpendicularity and dimension is, generally, found on cubes and beams. Hopefully, by proving theorem of line perpendicularity, it can be useful in understanding the characteristics of cubes and beams.

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Hamzić, Dina Kamber, and Zenan Šabanac. "Two plane geometry problems approached through analytic geometry." Mathematical Gazette 104, no. 560 (June 18, 2020): 255–61. http://dx.doi.org/10.1017/mag.2020.48.

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Geometry is a very interesting, applicable and beautiful part of mathematics. However, geometry is often difficult for students to understand and demanding for teachers to teach [1]. Constructing proofs in geometric problems turns out to be particularly difficult, even for high attaining students [2]. Sometimes, students do not even know where to start when trying to solve these [3].

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YAU, SHING TUNG. "GEOMETRY AND SPACETIME." International Journal of Modern Physics A 17, supp01 (October 2002): 197–204. http://dx.doi.org/10.1142/s0217751x02013125.

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The geometry of spacetime has a deep influence on our physical world. Hence any significant understanding of our physical world gives rise to important insights into geometry. The exchange of ideas between geometry and fundamental physics have been extensive in the past twenty years. Ideas from string theory have been vital in unifying several disciplines in mathematics. In this talk, I shall discuss a few examples in geometry that are related to physics.

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Salsabila, Nilza Humaira, Dwi Novitasari, and Nyoman Sridana. "KORELASI ANTARA EFIKASI DIRI DENGAN PRESTASI BELAJAR MAHASISWA PENDIDIKAN MATEMATIKA PADA MATERI GEOMETRI." Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan 9, no. 2 (January 10, 2022): 67–73. http://dx.doi.org/10.35438/e.v9i2.488.

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This study aims to determine the correlation between self-efficacy and student achievement in mathematics education on Geometry. The type of research conducted in this research is correlational research with a quantitative approach. The subjects of this study were 21 semester 5 mathematics education students who took the Spatial Analytical Geometry course. The data collection technique used is a questionnaire technique to obtain self-efficacy data and documentation techniques to obtain student achievement data on the topic of Spatial Analytical Geometry. The data analysis technique used to test the research hypothesis is using a simple correlation analysis technique. The results of the research conducted showed that there was a significant correlation between self-efficacy and learning achievement of mathematics education students on Geometry topic with the value of Sig. (2-tailed) of 0.014 < 0.05. In addition, there is a positive relationship between student self-efficacy and learning achievement in geometry. This indicates that the more students' self-efficacy increases, the learning achievement will also increase.

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Huda, Nuril. "Geometry and Measurement in Quran." Al-Jabar : Jurnal Pendidikan Matematika 11, no. 2 (December 19, 2020): 307–16. http://dx.doi.org/10.24042/ajpm.v11i2.6420.

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The Quran contains the basic principles of science and civilization. These sciences include natural science and mathematics. The study of mathematics covers algebra, statistics, logic, geometry, measurement, and others. This research aimed to examine the verses of the Quran, which contain geometry and measurement concepts. This research employed the descriptive-qualitative method with library research design. This research revealed that the Quran contains five concepts of geometry: three concepts of line and two concepts of angle. Meanwhile, the Quran also contains fourteen concepts of measurement: six units of time, five units of weight, two units of area, and two units of length or distance.

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