Journal articles: 'Teaching and learning of Geometry'

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Schettino, Carmel. "Teaching Geometry through Problem-Based Learning." Mathematics Teacher 105, no. 5 (December 2011): 346–51. http://dx.doi.org/10.5951/mathteacher.105.5.0346.

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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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Clements, Douglas H., and Michael T. Battista. "Computer Environments for Learning Geometry." Journal of Educational Computing Research 10, no. 2 (March 1994): 173–97. http://dx.doi.org/10.2190/8074-298a-ktl2-uqvw.

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Given their graphic capabilities, computers may facilitate the construction of geometric concepts. Comparative media research, however, reveals few differences between media; alterations in curricula or teaching strategies might also explain the positive results of many studies that compare computer to noncomputer media. Yet, there remain certain computer functions that non-computer media may not easily duplicate. This article reviews research to describe such functions of construction-oriented environments and to evaluate their unique contributions to students' learning of geometry. Implications for the design of geometric computer environments for geometry education are drawn.

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Aieta, Joseph F. "Microworlds: Options for Learning and Teaching Geometry." Mathematics Teacher 78, no. 6 (September 1985): 473–80. http://dx.doi.org/10.5951/mt.78.6.0473.

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What is the least common multiple of 54 and 360? You probably came up with the answer in a few seconds or even sooner if you have worked with turtle graphics recently! In any case, if the first number was 254 instead of 54, most of us would reach for paper, pencil, and even a calculator. How do you draw the bisector of an angle? Most likely, you would first locate a straightedge and compass or protractor, depending on the context of the problem. For each of these questions, a natural first step is to select appropriate tools.

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Leitão, Rui, J. M. F. Rodrigues, and Adérito Fernandes Marcos. "Game-Based Learning." International Journal of Art, Culture and Design Technologies 4, no. 1 (January 2014): 63–75. http://dx.doi.org/10.4018/ijacdt.2014010105.

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In teaching, the use of virtual and augmented reality has been on the rise, exploring different means of interaction and student engagement. Based on constructivist pedagogic principles, augmented reality pretends to provide the learner/user with effective access to information through real-time immersive experiences. Game-based learning is one of the approaches that have received growing interest. This paper presents the development of a game in a teaching and learning context, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. The authors will show that by using the game students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.

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Sunzuma, Gladys, and Aneshkumar Maharaj. "In-service Secondary Teachers' Teaching Approaches and Views Towards Integrating Ethnomathematics Approaches into Geometry Teaching." Bolema: Boletim de Educação Matemática 34, no. 66 (April 2020): 22–39. http://dx.doi.org/10.1590/1980-4415v34n66a02.

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Abstract Geometry teaching and learning ought to mirror and embrace the social diversity found in the geometry learning environment as well as the increasingly connected world. For that reason, ethnomathematics approaches that relate geometry teaching and learning to the learners' cultural experiences and background should be used when teaching geometry. The aim of this study was to find out the teachers' teaching approaches in geometry as well as their views towards the incorporation of ethnomathematics into the geometry teaching. A convergent mixed methods design was used in this study. Focus group discussions and questionnaires were used as data gathering instruments. The sample comprised of 40 in-service mathematics teachers. Findings show that both teacher-centered and learner-centered approaches were used in geometry teaching and learning. The study also revealed that teachers had the opinion that ethnomathematics approaches should be integrated into geometry teaching. The study recommends that teachers should be trained to use ethnomathematics approaches when teaching geometry.

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Kuzniak, Alain, Philippe Richard, and Athanasios Gagatsis. "CERME7 Working Group 4: Geometry teaching and learning." Research in Mathematics Education 14, no. 2 (July 2012): 191–92. http://dx.doi.org/10.1080/14794802.2012.694285.

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Ubuz, Behiye, and Asuman Duatepe-Paksu. "Teaching and learning geometry in drama based instruction." European Journal of Science and Mathematics Education 4, no. 2 (April 15, 2016): 176–85. http://dx.doi.org/10.30935/scimath/9463.

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Vidermanova, Kitti, and Dusan Vallo. "Practical Geometry Tasks as a Method for Teaching Active Learning in Geometry." Procedia - Social and Behavioral Sciences 191 (June 2015): 1796–800. http://dx.doi.org/10.1016/j.sbspro.2015.04.421.

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Khotimah, Khusnul. "PENGGUNAAN TEKNOLOGI 3 DIMENSI SEBAGAI METODE PEMBELAJARAN GEOMETRI PADA ANAK USIA 5 - 6 TAHUN." Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini 11, no. 2 (December 1, 2020): 150–54. http://dx.doi.org/10.17509/cd.v11i2.24887.

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Geometry is an important field for life and need to be teaching as early as possible so that children’s understanding ability about space and shape can get better. Old learning geometry methode only using paper and pencil while now as techonologies growing up so fast, teacher and school start using technology as a media learning for geometry. By using technology, such as; virtual reality, dynamics geometry software, etc, children can more develop and explore their geometric ability and get to know more about geometry. Plus, children around age 5- years old usually learning something through concrete so that’s why we need techonology as a media to make geometric learning more realistic so that children can develop their cognitive ability, especially in geometry field. This is qualitative study and using literature study as a collecting data methode. So, the conclusion is that by using technology as a geometry learning media is really help for children aged 5-6 years old to get to more understand about geometry.

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Et. al., Lilla Adulyasas. "The Effects of Integrated Technology-Based Approach and Peer Coaching in Teaching Geometry: A Closer Look At Teachers’ Tpack and Students’ Understanding." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 5695–708. http://dx.doi.org/10.17762/turcomat.v12i3.2244.

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Aim/PurposeTo study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning geometry in secondary level. Background Teachers have confronted with difficulties while applying technology in classroom teaching. The need of cooperation with others under the peer coaching which supports and encourages teachers in generating ideas for improving classroom teaching is the key to improve their designing of the integrated technology-based approach lessons to promote and support an effective teaching and learning of geometry. Methodology Participants were three in-service teachers and one pre-service teacher who had taught geometry in grade 7 and samples were thirty-two seventh-grade students of a school in Yala, Thailand. Questionnaire and open-ended questions were used for assessing teachers’ development of TPACK while geometric achievement test was employed to examine students’ understanding before and after learning with the integrated technology-based approach lesson plans under the peer coaching process. Descriptive statistics and a Developmental Model for TPACK were used for assessing teacher’s TPACK while paired-samples t test and one-sample t test were used to determine students’ understanding in geometry. ContributionThis research fulfills the effectiveness of geometry teaching and learning process by integrating old and new technologies to design new technology-based approach under the process of peer coaching. The contribution in this study not only enhanced students’ learning in geometry, but teachers also received feedback for developing and improving their essential skills which are important for using technologies in teaching practice and developing their TPACK. Findings The teacher participants’ development of TPACK levels improved after the process of peer coaching. The students enhanced their understanding in learning geometry after the use of the integrated technology-based approach lesson plans under the process of peer coaching. Recommendations for Practitioners Practitioners can select the three alternative types of technologies in the integrated technology-based approach lesson plans based on context and school’s readiness, teachers, and students which should concentrate to an effective geometry learning for students. Recommendations for Researchers Researchers should investigate the effects of appropriate, modern, and easily-accessible technologies integrating with peer coaching process to improve an effective of geometry learning. Impact on Society This research indicated the effectiveness of students’ geometry learning that showed the remarkable impact on supporting students in learning visualization. It considers as meaningful learning experience that they could use technologies for their learning. A solid foundation on geometry through a meaningful representation that they acquired during learning enabled them to solve real life problems in their society in the future. Future Research Researchers should investigate the effects of the integrated technology-based approach and the peer coaching process in teaching and learning geometry in higher level and in other different topics..

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Fitriani, Andhin Dyas. "PENGEMBANGAN MULTIMEDIA INTERAKTIF DALAM PEMBELAJARAN GEOMETRI UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI CALON GURU SEKOLAH DASAR." EDUTECH 13, no. 2 (August 12, 2014): 236. http://dx.doi.org/10.17509/edutech.v13i2.3105.

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Abstract. Communication is an essential part of mathematics and mathematics education. Communication is also a way to share ideas and classify understanding. Geometry in elementary school (SD) on the one hand is a very strategic mathematics study to encourage mathematics learning towards appreciation and experience of learning by making the learning meaningful. Van Hiele suggests that there are three main elements in the teaching of geometry, namely time, teaching materials, and teaching methods applied. One of the things that hinder a student's geometric thinking skills is the teaching methods employed by teachers in the classroom. The role of teachers in the 21st century includes "teacher as learners - who always improve and renew their knowledge". Teachers should be able to create an independent learning atmosphere which captivates and attracts students to learn in a pleasant atmosphere. One technology that can be applied is learning multimedia. Multimedia in learning covers several aspects of the synergy between text, graphics, images and animation. The use of multimedia is expected to enhance the learning of mathematics as it allows a wider exploration and can improve the presentation of mathematical ideas.Keywords: Interactive Multimedia, Geometry, Communication CapabilitiesAbstrak, Komunikasi merupakan bagian yang esensial dari matematika dan pendidikan matematika. Komunikasi juga merupakan cara untuk berbagi gagasan dan mengklasifikasikan pemahaman.Geometri di sekolah dasar (SD) di satu pihak merupakan kajian matematika yang sangat strategis untuk mendorong pembelajaran matematika ke arah apresiasi dan pengalaman matematika dengan cara belajar matematika secara bermakna. Van Hiele mengemukakan bahwa terdapat tiga unsur utama dalam pengajaran geometri, yaitu waktu, materi pengajaran, dan metode pengajaran yang diterapkan. Salah satu hal yang menghambat kemampuan berpikir geometri seorang siswa adalah metode pengajaran yang diterapkan oleh guru di kelas. Peran guru pada abad ke-21 diantaranya adalah “teacher as learners – who always improve and renew theri knowledge”. Guru harus dapat menciptakan suatu pembelarajan yang berpotensi menciptakan suasana belajar mandiri, serta mampu memikat dan menarik siswa untuk belajar dalam suasana yang menyenangkan. Salah satu teknologi yang dapat diterapkan dalam pembelajaran adalah penggunaan multimedia dalam pembelajaran. Multimedia dalam pembelajaran mencakup beberapa aspek yang bersinergi antara teks, grafik, gambar dan animasi. Melalui multimedia diharapkan dapat meningkatkan proses belajar matematika karena memungkinkan eksplorasi yang lebih luas dan dapat memperbaiki penyajian ide-ide matematika.Kata Kunci : Multimedia interaktif, Geometri, Kemampuan Komunikasi

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Wijayanti, Dwi Antari, Pinta Deniyanti Sampoerno, and Qorry Meidianingsih. "The Development of Euclid Geometry’s Teaching Materials Based on KKNI to Improve Students Cognition Analysis and Deductive Reasoning Abilities." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (January 13, 2021): 74. http://dx.doi.org/10.31331/medivesveteran.v5i1.1439.

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This research aims to develop teaching materials that have been produced by the application of the learning model Means Ends Analysis in the form of Classroom Action Research. The development carried out in this study resulted in Euclid Geometry teaching materials based on KKNI to improve cognitive analytical skills and deductive reasoning of students of the Mathematics Education Study Program, State University of Jakarta. There were five steps carried out in developing this teaching material, including initial research, collecting data and information on needs, planning changes to teaching materials, developing early teaching materials, field trials, and revisions. The teaching material developed is suitable for use in Euclid's Geometry learning because it has passed the expert validation process. Also, this teaching material has been tested on students who have been and are currently taking Euclid's Geometry courses. This concludes that Euclid Geometry teaching materials based on KKNI are feasible and can be used as a handbook for students in taking Euclid Geometry courses in the Mathematics Education Study Program of FMIPA UNJ. Keywords: Euclid's geometry, learning models, means-ends analysis, classroom action research.

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Jojo, Zingiswa. "Disrupting a learning environment for promotion of geometry teaching." Africa Education Review 14, no. 3-4 (September 19, 2017): 245–62. http://dx.doi.org/10.1080/18146627.2017.1314175.

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Hannafin, Robert D., and Barry N. Scott. "Teaching and Learning with Dynamic Geometry Programs in Student-Centered Learning Environments." Computers in the Schools 17, no. 1-2 (May 31, 2001): 121–41. http://dx.doi.org/10.1300/j025v17n01_10.

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Méxas, José Geraldo Franco, Karla Bastos Guedes, and Ronaldo da Silva Tavares. "Stereo orthogonal axonometric perspective for the teaching of Descriptive Geometry." Interactive Technology and Smart Education 12, no. 3 (September 21, 2015): 222–40. http://dx.doi.org/10.1108/itse-09-2014-0027.

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Purpose – The purpose of this paper is to present the development of a software for stereo visualization of geometric solids, applied to the teaching/learning of Descriptive Geometry. Design/methodology/approach – The paper presents the traditional method commonly used in computer graphic stereoscopic vision (implemented in C language) and the proposed method (implemented in GeoGebra software). The proposed method is a new methodology for stereo spatial visualization. It uses the orthogonal axonometric perspective obtained from the mongean projections of the object, both concepts studied in Descriptive Geometry course. Findings – The use of stereoscopic techniques has great potential for the improvement of spatial visualization ability, because they allow the understanding of spatial situations presented in complex exercises. The students who tested the proposed method said that it offered a superior stereo vision depth in relation to the traditional matrix method. Research limitations/implications – For future work, the paper suggests to carry out a statistical study to evaluate the educational benefit of the tool, and to investigate the proposed method using the conical axonometric perspective. Practical implications – Create a virtual environment to support the process of teaching/learning Descriptive Geometry and contribute to the development of students ' spatial visualization skills. The software will be available on the Internet, in the GeoGebra libraries. The objective is to increase e-learning, where a greater number of students will study. Social implications – The current goal in Brazil universities is to greatly increase the number of poor students entering as a social inclusion strategy. University courses need more efficient teaching techniques to attend the students, so the e-learning techniques are recommended. Originality/value – This paper’s innovative characteristic comes from the implementation of stereoscopic vision from traditional methods used in Descriptive Geometry, so the proposed method improves both the visualization ability and the Descriptive Geometry basic concepts, which points out to its educational role.

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Короткий, Viktor Korotkiy, Хмарова, and Lyudmila Khmarova. "Lomonosov and Computer Technology in Teaching Descriptive Geometry." Geometry & Graphics 3, no. 3 (November 30, 2015): 58–63. http://dx.doi.org/10.12737/14420.

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The famous phrase of M.V. Lomonosov: "Mathematics should be studied for it puts mind in order". It is quite possible to rephrase it for descriptive geometry, because geometry is math too. The invention of microprocessor technology, the advent of the personal computer, the discovery of the GMR effect (1988), which dramatically increased the speed and memory capacity of the PC, are called the fourth information revolution in the history of mankind. The whole world took note of this and began to apply, only in Russia some extreme reformers of geometry assumed that if computer graphics arose, it might well replace geometry. Computer graphics, of course, can be applied to solve various geometric problems. But what is important for a University that aims to teach? The process of learning or the mere result on display obtained just by pressing the buttons? More important is how this result is obtained and with what algorithm. Therefore, the feasibility of the use of graphic programs in solving typical tasks of descriptive geometry is very much an open question. A student solving the task via computer is concerned not with the search of geometric algorithm, but with the search of a suitable option that could give an answer. But not all geometrical problems are amenable to the available buttons. Submerged into virtual world, a student begins to think in terms of this world and cease to be aware and to pay attention to fundamental, basic geometric regularities taught in descriptive geometry course. Comparing geometric and computational algorithms is incorrect because there is no knowledge of the “hidden files” of graphic editor. We can assume that the iterative scheme is implemented. Frontal iterative computer graphics schemes are good for getting answers, but unsuitable for the study of constructive geometry methods.

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Bal, Ayten Pınar. "The effect of constructivist learning environment on the academic achievement and van Hiele Geometry Thinking Level of elementary school teaching department students in basic mathematics course." Pegem Eğitim ve Öğretim Dergisi 1, no. 3 (September 1, 2011): 47–57. http://dx.doi.org/10.14527/c1s3m7.

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This study was done to find out the effect of the geometry teaching based on constructivist approach on geometric achievement and Van Hiele geometric thinking levels of elementary school teaching department students. The research was designed according to quasiexperimental research design with a pre-test and post-test control group. The population of the study consisted of students at Çukurova University, Faculty of Education; the sample of the study consisted of 70 first grade students at the elementary school teaching department of the same faculty. "Geometry Achievement Test", "Van Hiele Geometry Thinking Test" and "Portfolio" were used as data collection tools. The data were analyzed through descriptive statistics and independent groups' t test. It was concluded that there was not any statistical difference between the academic achievements of experimental group and control group; however, there was a significant difference in favour of the experimental group in terms of Van Hiele geometry thinking levels.

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Thompson, Denisse R. "Connecting Research to Teaching: Learning and Teaching Indirect Proof." Mathematics Teacher 89, no. 6 (September 1996): 474–82. http://dx.doi.org/10.5951/mt.89.6.0474.

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Proof! It is the heart of mathematics as individuals explore, make conjectures, and try to convince themselves and others about the truth or falsity of their conjecture. In fact, proving is one of the main aspects of mathematical behavior and “most clearly distinguishes mathematical behavior from scientific behavior in other disciplines” (Dreyfus et al. 1990, 126). By its nature, proof should promote understanding and thus should be an important part of the curriculum (Hanna 1995). Yet students and teachers often find the study of proof difficult, and a debate within mathematics education is currently underway about the extent to which formal proof should play a role in geometry, the content domain in which reasoning is typically studied at an intensive level (Battista and Clements 1995).

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Sunzuma, Gladys, and Aneshkumar Maharaj. "Exploring Zimbabwean Mathematics Teachers’ Integration Of Ethnomathematics Approaches Into The Teaching And Learning Of Geometry." Australian Journal of Teacher Education 45, no. 7 (July 2020): 77–93. http://dx.doi.org/10.14221/ajte.2020v45n7.5.

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This article reports on a study that explored how a group of in-service mathematics teachers integrated ethnomathematics approaches into the teaching and learning of geometry. The study used a convergent parallel mixed-methods design, which combined both quantitative and qualitative methods, to provide a deeper understanding of how the participants integrate ethnomathematics approaches into the teaching and learning of geometry. The data for the study were gathered from 40 in-service mathematics teachers through the use of questionnaires and focus group discussions. Results showed that the in-service teachers integrate ethnomathematics approaches into the teaching and learning of geometry as learning materials, resources, and the learning context. Based on the study, it is suggested that teachers should consider the incorporation of ethnomathematics approaches into the teaching and learning of geometry using technological means such as the internet, TV, and films. The findings have implications for continuous teacher professional development in the forms of workshops for the teachers involving the use of ethnomathematics approaches.

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Rahayu, Slamet Sri, B. Usodo, and I. Slamet. "The Use of Domino for Teaching Geometri." International Journal of Multicultural and Multireligious Understanding 8, no. 2 (February 2, 2021): 34. http://dx.doi.org/10.18415/ijmmu.v8i2.2288.

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Simple geometry material is taught to elementary school students. A conventional learning model where the teacher always explains makes students lazy to read. Thus, instead of getting new knowledge, the seventh-grade students only know what they remember about the geometry material they learn in their elementary schools. This study aims to find out the effect of using the domino game for teaching geometry, especially in the rectangle chapter, with SFAE learning model. VII F and VII G, sampling was carried out by stratified random sampling. Using quasi-experimental method, this study the seventh-grade students of SMP Negeri 1 Tawangmangu, Karanganyar Regency, as its population. Classes VII E, VII F, and VII G were selected as the samples using stratified random sampling. Data were collected using observation, questionnaires, and interviews. The data were then analyzed using two-way analysis of variance with unequal cells. It was found that (1) Fa (206.947) > F-table (6.0526) which means that students taught using SFAE model with dominoes have better achievement than those taught with the SFAE model only; (2) Fa (12.71791) > F-table (6.0526) which means that students taught using SFAE model with dominoes have better achievement than those taught using conventional learning models; (3) Fa (322.718) > F-table (6.0526) which means that students taught using SFAE learning model have better achievement than those taught using conventional learning models. Therefore, it can be concluded that learning using SFAE model with domino cards can improve students’ mathematics learning achievement in geometry material.

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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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Vasojević, Irena. "Games in the classroom instruction of geometry." Norma 25, no. 1 (2020): 65–80. http://dx.doi.org/10.5937/norma2001065v.

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The aim of this paper is to point out the importance and types of games in teaching mathematics, especially the classroom geometry. The advantages of the game as a means of learning in relation to traditional learning are emphasized. The methodological instructions for the implementation of didactic games are given as well as the examples of several original didactic games, whose teaching effects relate to students' intellectual activities and their spatial and visual orientation. In the aforementioned didactic games, it is insisted on independent work of students in order to successfully master geometric contents in the classroom of mathematics. It is insisted on the development of intuition, spatial and logical thinking among students. An analysis of didactic games in the classroom geometry was done from the aspect of their structure, content and functionality.

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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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Klančar, Andreja, Andreja Istenič Starčič, Mara Cotič, and Amalija Žakelj. "Problem-Based Geometry in Seventh Grade: Examining the Effect of Path-Based Vs. Conventional Instruction on Learning Outcomes." International Journal of Emerging Technologies in Learning (iJET) 16, no. 12 (June 18, 2021): 16. http://dx.doi.org/10.3991/ijet.v16i12.21349.

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This experimental study examined the impact of learning and teaching ge-ometry in seventh-grade geometry education comparing learning-path and conventional instruction. According to constructivism, a learning path with the use of learning objects should enhance learner autonomy and self-directedness by providing differentiated instruction. We designed a model of path-based geometry learning in a learning management system–based learning environment with the use of dynamic geometry programs and applets, which fosters visualisation and the exploration of geometric concepts through the manipulation of interactive virtual representations. The results show that the experimental group (EG) achieved higher scores on all levels of knowledge and statistically significantly better results in taxonomy level-III tasks (problem-solving knowledge) and overall score than the control group (CG). There was initial equivalence between the EG and CG in prior knowledge. The authors concluded that path-based geometry learning empirically develops knowledge at higher cognitive levels.

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Pedersen, Jean, James King, and Doris Schattschneider. "Geometry Turned On: Dynamic Software in Learning, Teaching and Research." College Mathematics Journal 29, no. 4 (September 1998): 343. http://dx.doi.org/10.2307/2687697.

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Di Paola, Francesco, Pietro Pedone, and Maria Rita Pizzurro. "Digital and Interactive Learning and Teaching Methods in Descriptive Geometry." Procedia - Social and Behavioral Sciences 106 (December 2013): 873–85. http://dx.doi.org/10.1016/j.sbspro.2013.12.100.

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Cardenas Cantos, Lourdes, Jose Lopez Izquierdo, and Ernesto Cardenas Cantos. "Interactive multimedia application for teaching and learning in Analytical Geometry." IEEE Latin America Transactions 14, no. 7 (July 2016): 3461–66. http://dx.doi.org/10.1109/tla.2016.7587655.

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Slavit, David. "Above and beyond AAA: The Similarity and Congruence of Polygons." Mathematics Teaching in the Middle School 3, no. 4 (January 1998): 276–80. http://dx.doi.org/10.5951/mtms.3.4.0276.

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The development of intuitive understandings of geometiy is highly important at the middle school level. One way to develop intuitive geometric understandings is to create a learning environment in which students are encouraged to explore relationships among various geometric shapes. The environment should give students opportunities to make conjectures; suitable materials and teacher guidance should be readily available to support attempts to verify these conjectures (Clements and Battista 1992). For this reason, the NCTM (1989) has encouraged teachers to take a perceptual-to-conceptual approach to teaching geometry, which involves the development of general geometric concepts through tangible and familiar experiences.

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Gargrish, Shubham, Archana Mantri, and Deepti Prit Kaur. "Augmented Reality-Based Learning Environment to Enhance Teaching-Learning Experience in Geometry Education." Procedia Computer Science 172 (2020): 1039–46. http://dx.doi.org/10.1016/j.procs.2020.05.152.

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Ваванов, D. Vavanov, Иващенко, and A. Ivashchenko. "Overview of computer technologies used in descriptive geometry teaching." Geometry & Graphics 1, no. 2 (July 25, 2013): 54–58. http://dx.doi.org/10.12737/792.

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The problem related to adequate use of computer technology and the Internet as supporting tools in the descriptive geometry course is arising in connection with the spread of distance learning practice in different disciplines. The analysis of computer tools used for teaching the students of technical high educational institutions in descriptive geometry is offered in this paper. The classification of used computer means according to learning material assimilation has been cited.

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Asnawati, Sri, and Irmawati Liliana Kusuma Dewi. "Pemahaman Konsep Geometri dan Self Confidence Mahasiswa Calon Guru Matematika pada Mata Kuliah Pembelajaran Mikro untuk Persiapan Pelaksanaan PPL Di Sekolah." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 3, no. 1 (January 2, 2019): 75. http://dx.doi.org/10.31331/medivesveteran.v3i1.706.

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Penelitian ini bertujuan untuk mengetahui tingkat self confidence mahasiswa, hubungan pemahaman konsep geometri dan self confidence mahasiswa pada mata kuliah Pembelajaran Mikro. Penelitian ini adalah penelitian kuantitatif. Pada mata kuliah Pembelajaran Mikro terdapat 8 keterampilan dasar mengajar, salah satunya adalah keterampilan menjelaskan dimana mahasiswa harus dapat mengorganisasikan konsep geometri transformasi dalam tata urutan yang terencana secara sistematis, sehingga mudah dipahami oleh siswa. Perlu adanya self confidence dalam menyampaikan materi khususnya pemahaman konsep geometri. Hasil penelitian menunjukkan bahwa pada taraf signifikansi 5% diperoleh hubungan yang linier antara pemahaman konsep geometri transformasi dan self confidence mahasiswa calon guru matematika pada mata kuliah Pembelajaran Mikro. Tingkat keeratan hubungan kedua variabel berdasarkan koefisien korelasi berada pada kategori kuat yaitu 0,700. Hubungan kedua variabel tersebut menunjukkan arah positif artinya, peningkatan pemahaman konsep geometri transformasi berbanding lurus dengan self confidence mahasiswa calon guru matematika. Kata kunci: pemahaman konsep geometri, self confidence, pembelajaran mikro. ABSTRACT This study aims to determine the level of self-confidence of students and relationship between understanding the concept of geometry and self-confidence of students in the Micro Learning subject. This research is quantitative research. In the Micro Learning subject there are 8 basic teaching skills, one of them is the skill to explain where students must be able to organize the geometry concept of transformation in a systematic order planned so that it is easily understood by students. Self confidence is needed in delivering the material, especially understanding the concept of geometry. At a significance level of 5% a linear relationship was found between the understanding of the geometry concept of transformation and the self confidence of mathematics teacher candidates in the Micro Learning subject. The relationship between the two variables based on the correlation coefficient is in the strong category, 0.700. The relationship between these two variables shows a positive relation, it means that as the understanding of geometric concept gets better, the self confidence of mathematics teacher candidates get higher. Keywords: understanding of the concept of geometry, self confidence, micro learning subject.

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Kuhn, Malcus Cassiano, and Bruna Mendel de Quadros. "Geometria nos Anos Iniciais: Possíveis Conexões Teóricas e Práticas." Jornal Internacional de Estudos em Educação Matemática 13, no. 3 (January 12, 2021): 226–54. http://dx.doi.org/10.17921/2176-5634.2020v13n3p226-254.

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ResumoO artigo é trabalho de conclusão de um curso de especialização na área de Educação de uma Instituição Federal. Tem como finalidade refletir sobre o ensino de geometria nos anos iniciais do Ensino Fundamental, a partir de referências teóricas, para a instrumentalização de professores como mediadores do processo de construção do conhecimento geométrico. A pesquisa tem abordagem qualitativa, com um estudo bibliográfico baseado em livros e artigos sobre os escritos do casal van Hiele (1957), que propõe cinco níveis de compreensão do pensamento geométrico, além de cinco fases de aprendizagem para o avanço dos estudantes através desses níveis, e de Pais (1996), que destaca quatro elementos fundamentais da geometria: objeto, conceito, desenho e imagem mental. Isso é associado às habilidades e competências desenvolvidas em estudantes, a partir do estudo de geometria e indicadas na Base Nacional Comum Curricular (2018). Destaca-se o papel do professor no ensino de geometria por meio de atividades práticas e contextualizadas, com o uso de materiais concretos, jogos e tecnologias, a fim de apresentar um caminho para o desenvolvimento de habilidades e competências. Nesse sentido, é preciso que os professores tenham conhecimento do conteúdo geométrico para selecionar, construir e sistematizar atividades, que proporcionem a aprendizagem significativa, considerando as teorias de van Hiele e Pais e as propostas da Base Nacional Comum Curricular. Palavras-chave: Geometria. Anos Iniciais. BNCC. Ensino. Aprendizagem. AbstractThe article is the conclusion work of a specialization course in Education of a Federal Institution. Its purpose is to reflect on the teaching of geometry in the early years of elementary school, from theoretical references, to instrumentalize teachers as mediators of the process of construction of geometric knowledge. The research has a qualitative approach, with a bibliographic study based on books and articles on the writings of the couple van Hiele (1957), which proposes five levels of understanding of geometric thinking, as well as five learning stages for the advancement of students through these levels, and of Pais (1996), which highlights four Fundamental elements of geometry: object, concept, design and mental image. This is associated with the skills and competences developed in students, from the study of geometry, and indicated in the Common National Curriculum Base (2018). We highlight the role of the teacher in teaching geometry through practical and contextualized activities, using concrete materials, games and technologies, in order to present a path for the development of skills and competences. In this sense, teachers need to have knowledge of geometric content to select, build and systematize activities that provide meaningful learning, considering the theories of van Hiele and Pais and the proposals of the Common National Curriculum Base. Keywords: Geometry. Early Years. BNCC. Teaching; Learning.

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Nahmias, Erez, and Mina Teicher. "The Contribution of Meta-Cognitive Guidance to Building Geometry Teaching Units and Improving Classroom Teaching Processes." Journal of Education and Learning 10, no. 1 (December 30, 2020): 55. http://dx.doi.org/10.5539/jel.v10n1p55.

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In this paper, we examine the importance of building instructional units that incorporate metacognition intent processes that contribute to the development of geometric thinking. We show that the implementation of metacognition processes in the initial stages of constructing tailored instructional units will improve students’ geometric ability. The study was performed on middle school mathematics teachers of the ninth grade. The experiment we conducted shows that building instructional units that incorporate metacognition intent benefit learning processes on two levels: First, in the subject matter. Second, they contribute to a deeper understanding that improves student’s ability to connect related subjects to mathematical geometry. moreover, we will present a practical model that incorporates different aspects that could operate a guideline for middle school mathematics teachers.

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Yanuarto, Wanda Nugroho. "TEACHER AS A FACILITATOR OR A TEACHER: EMPOWERING LEARNING STRATEGIES IN GEOMETRY COURSE." JPM : Jurnal Pendidikan Matematika 1, no. 2 (July 3, 2015): 136. http://dx.doi.org/10.33474/jpm.v1i2.721.

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Teaching is the well known word for teachers. Teachers know the meaning of this word and know how to perform teaching. Sometimes they do not know the difference between teaching and facilitating in learning and it make a distance between the students and teachers. The purpose of this study are how learning geometry in mathematics education, Teacher Training and Education Faculty at the University of Muhammadiyah Purwokerto, Indonesia modify the class in geometry course interactively and can be easily understood by students. So, the researchers made the strategies in geometry course that is associated with the games. Games are one of strategy in class which is support for the student to understand the geometry with easily and make the class interactively.

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Yerushalmy, Michal, and Richard A. Houde. "The Geometric Supposer: Promoting Thinking and Learning." Mathematics Teacher 79, no. 6 (September 1986): 418–22. http://dx.doi.org/10.5951/mt.79.6.0418.

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Traditionally, the teaching of high school geometry has emphasized the principles of deductive systems. This approach often forces students to learn how to manipulate mathematical systems while it denies them an equal opportunity to create geometry. Geometry teachers have always faced the dilemma of having to instil in their students an appreciation of deductive mathematical systems while at the same time offering them an opportunity to create mathematics. This article describes our approach in dealing with this dilemma.

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Umam, K., and S. Maulina. "Designing teaching instructions catering students’ needs: teaching solid geometry through problem-based learning (PBL)." Journal of Physics: Conference Series 1088 (September 2018): 012078. http://dx.doi.org/10.1088/1742-6596/1088/1/012078.

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Situmorang, Rya Uli, and Nurapni Sopia. "MENINGKATKAN HASIL BELAJAR SISWA MELALUI PENGGUNAAN ALAT PERAGA PADA MATERI GEOMETRI RUANG." J-PiMat : Jurnal Pendidikan Matematika 2, no. 1 (May 6, 2020): 168–74. http://dx.doi.org/10.31932/j-pimat.v2i1.686.

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The purpose of this study was to determine the factors that cause the low student learning outcomes in space geometry material, describe the use of teaching aids in improving learning outcomes in space geometry material. As well as knowing the increase in learning outcomes in students geometry space by using teaching aids. This is attempted to overcome the problem of low student learning outcomes and have not yet reached the Minimum Mastery Learning Standards (SKBM). The method used in this paper is a quantitative method by looking at student learning outcomes obtained from direct experience in the use of teaching aids on building materials in class XA SMAN 2 Sekadau and supported by literature studies. There are two factors that cause the low student learning outcomes, namely: (1) internal factors include physiological and psychological, and (2) external factors include family, school, and community. Based on the results of research on the use of cube frame props can improve student learning outcomes in class X SMAN 2 Sekadau on geometry material space (determine the distance between points, points to lines, and points to the field) by 29.2% and achieve completeness classically by 88, 4%.

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Bautista Niño, Carlos Rene. "Development of the communicative process in teaching and learning geometry through interactive mathematics software." Revista de Investigação e Divulgação em Educação Matemática 3, no. 1 (June 25, 2019): 73–95. http://dx.doi.org/10.34019/2594-4673.2019.v3.27816.

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This qualitative approach research project, aims to strengthen the communication process in teaching and learning of mathematics, through resolution of geometric problems in an interactive mathematics software environment in 4th and 5th grade students of the escuela rural La Chacara, in the municipality of Santa Bárbara (Santander). Who excels at communicating, can also interpret and express situations in regard of mathematical contexts in a determined and specific language. These communicative abilities in the solution of a mathematical problem are cognitively related actions that imply verbal activity such as listening and speaking, summarizing, justifying, explaining, arguing, defining, dialoguing, commenting and discussing .This research intends to propose a didactic unit that promotes the development of the skills of the mathematical communication process: to justify, to argue, to identify and to interpret through the software of dynamic geometry. Also, to design a methodological strategy that allows to analyze the results of the incidence of software of dynamic geometry in the strengthening of the process of mathematical communication. As an intervention strategy, a didactic unit was designed and implemented in three sequences related to the study of three geometric figures: the square, the rectangle and the rhombus. The activities of the sequences were organized taking into account the learning phases of the Van Hiele model investigating in each one the skills of the communication process mentioned above. Pedagogical mediation through the use of digital technology, such as GeoGebra software, favored the teaching of geometry and improved the classroom environment and the learning environment. Finally, the students took a final test in order to verify the development of representation skills and, according to their results, a notable process in such skills and in the acquisition and interpretation of the main concepts regarding quadrilaterals properties became evident.

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Amelia, Puspa, and Niniwati Niniwati. "Improving Motivation and Learning Outcomes With Contextual Teaching and Learning Strategies for Students in the Mathematics Education Study Program." Edumatica : Jurnal Pendidikan Matematika 9, no. 02 (November 17, 2019): 14–22. http://dx.doi.org/10.22437/edumatica.v9i02.6561.

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Abstract This research aims to improve the student’s learning achivements and motivation in learning analityc geometry of mathematic education’s students at Bung Hatta University by using Contextual Teaching and Learning (CTL) strategy. This was a classroom action research with the research study was 38 of class A of mathematic education’s students who took a course of analityc geometry. The data was collected from quisioner student’s, field notes and final test. The data analysis was conducted in descriptive qualitative through data reduction, triangulation, and data display. Based on the research’s result can conclude that learning process by using CTL strategy can improve motivation and learning outcome in Field Analityc Geometry Class. The questioner of student’s learningmotivation showed that there are improving from 54,97 % on the cycle to 66,31 % on the cycle.The student’s learning result also improved from 24,32 % on the cycle to 70,27 % on the cycle. Key Word :contextual teaching and learning (ctl), learning activities, learning motivation, learning result.

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Panasuk, Regina M., and Yvonne Greenleaf. "Using ROOTine Problems for Group Work in Geometry." Mathematics Teacher 91, no. 9 (December 1998): 794–98. http://dx.doi.org/10.5951/mt.91.9.0794.

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How can mathematics teachers structure classroom activities so that students will be intellectually challenged? How can they create a learning environment that encourages students to communicate and reason mathematically, make decisions collaboratively, and acquire mathematics skills and concepts that they thoroughly understand? The Professional Standards for Teaching Mathematics (NCTM 1991) suggests that mathematics teachers need to focus on the major components of teaching: worthwhile tasks, discourse, and students' active participation and involvement. Cooperative-learning approaches offer practical classroom techniques that teachers can use to motivate all their students to learn and appreciate mathematics (Davidson 1990).

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Căuneac, Damaris, Bogdan Chiliban, and Marius Chiliban. "Modern Educational Instruments And Blended-Learning Technologies In Descriptive Geometry Teaching." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 611–14. http://dx.doi.org/10.2478/cplbu-2014-0109.

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AbstractDue to a medium-low level of young students’ technical knowledge from previous school classes the first year of university seems to be very difficult. The complex phenomena and the abstract concepts represent the first lectures avoided by the students if the temporal burden becomes uncomfortable. Therefore the lecture has to be designed in which the prospective engineer clearly recognise their profit. Using the modern educational instruments as DidaTech Platform, CAD or C++ program presentations in higher education for engineering the level of comprehending and interest in the profile subjects should increase.The main concern of this paper is to demonstrate how using electronic methods young engineers learn about the descriptive geometry and improves the student’s intellectual capability of space perception. This will be absolute necessary for the students’ preparation for the Mechanical Drawing and CAD subjects.

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Jatisunda, M. G., D. Suryadi, and S. Prabawanto. "Development of competencies for teaching geometry through an analysis learning obstacle." Journal of Physics: Conference Series 1806, no. 1 (March 1, 2021): 012114. http://dx.doi.org/10.1088/1742-6596/1806/1/012114.

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Hristova, Gergana. "ANALYSIS OF THE THIRD GRADE STUDENTS’ ATTITUDE ON TRAINING WITH GEOMETRY VARIOUS PROBLEMS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 417–21. http://dx.doi.org/10.35120/kij3002417h.

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In primary school, geometry is an integral part of mathematics education. The main purpose of teaching geometry in primary school is to give pupils a clear and correct idea of some geometric shapes and their basic properties; to develop spatial concepts, logical thinking and imagination; to instil knowledge, skills and habits in drawing and measuring, which have great practical relevance, thereby preparing them successfully for the teaching of geometry in subsequent years. Geometric knowledge introduced to primary school pupils is abstract and must, in addition to having an educational nature, be tailored to the pupils’ age-specific characteristics, in particular the dominance of concrete thinking in their young minds. The process of teaching mathematics in the third grade must be based on rich visual and practical examples, enabling pupils to get involved in different types of activities. In the course of this process, the teacher needs to set aside time and space for independent work not only in lessons where the aim is to consolidate and summarise what was taught, but also when the pupils are learning new knowledge. Individual and group learning activities should also be widely used. The challenge facing modern teachers is to prepare pupils for their social realisation. Pupils should find the material interesting and thought-provoking in order to develop their creativity, enabling them seek and find non-standard solutions in life. This paper presents an analysis of the response of third grade pupils to teaching using the author’s various problems and geometry exercises. There are 104 problems (31 introductory problems and 73 confirmatory problems) divided into eleven topics that only include geometry problems and exercises. Those problems and exercises complement the geometry teaching material included in the third grade curriculum. In the school year of 2016/2017, 149 third grade pupils from three schools in Sofia and two in smaller towns participated in lessons involving the various geometry problems. After solving problems on a specific topic, the pupils were given a self-assessment card to complete at the end of the lesson. Here will be presented the pupils’ answers and how they evaluated their work in solving the problems and exercises assigned to them.

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Игнатьев, S. Ignat'ev, Мороз, O. Moroz, Третьякова, Z. Tret'yakova, Фоломкин, and A. Folomkin. "Experience In Development of E-Learning Tools For Teaching of Geometry And Graphic Disciplines." Geometry & Graphics 5, no. 2 (July 4, 2017): 84–92. http://dx.doi.org/10.12737/article_5953f362d92c46.58282826.

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In conditions of global information system development, when work on creation of software training resources has been transferred in the rank of priority tasks for Russian Federation’s education modernization, it’s really necessary for each high educational institution to develop its own e-learning tools that meet not only the Federal state educational standards, but also academic disciplines’ work programs approved by the higher educational institution, its industry-based specificity, as well as higher educational institution’s established traditions. This paper’s aim is to present the experience in development of e-learning tools for geometric and graphic disciplines of Saint Petersburg Mining University’s “Descriptive Geometry and Graphics" chair. In the paper has been carried out an overview of e-learning tools used in students training on geometric and graphic disciplines. Have been identified and analyzed visiting statistics and content for various websites of geometrical-graphic profile. Have been performed a patent search and analysis of available information on the Federal Institute of Industrial Property’s official website. Have been analyzed the current requirements for e-learning systems, based on which has been designed a software complex for students’ independent work in bachelor’s degrees 09.03.01 ("Information and Computer Science") and 11.03.04 ("Electronics and Nano-electronics"). The problems related to development of e-learning tools by Borland Delphi, and their features have been considered. Has been described an interface for computer program, and have been presented examples for modeling of typical tasks solved by students of listed bachelor’s degrees at Mining University’s “Descriptive Geometry and Graphics" chair. A structure and content of test questions’ database have been developed using the Microsoft Access database management system. Conclusions as well as software system’s further advanced development and improvement trends have been presented.

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Crowley, Mary L. "Criterion-Referenced Reliability Indices Associated with the van Hiele Geometry Test." Journal for Research in Mathematics Education 21, no. 3 (May 1990): 238–41. http://dx.doi.org/10.5951/jresematheduc.21.3.0238.

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Recently the work of Pierre M. van Hiele and Dina van Hiele-Geldofhas gained prominence in the study of the teaching and learning of geometry. Their three-part model (a) describes five sequential and discrete levels learners pass through as geometric thought develops, (b) discusses the nature of insight into geometric concepts, and (c) presents a guide to the development of geometric lessons. A detailed description of the complete model can be found in Crowley (1987).

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Wohlhuter, Kay A., and Penelope H. Dunham. "Connecting Research to Teaching: Geometry Classroom Pictures: What's Developing?" Mathematics Teacher 91, no. 7 (October 1998): 606–9. http://dx.doi.org/10.5951/mt.91.7.0606.

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In the NCTM's curriculum standards, teachers find a clear vision of mathematics classrooms as rich environments where students can explore, conjecture, reason logically, and connect mathematics with the real world. The Standards’ vision assumes that teachers will use strategies that promote students’ active participation in the learning process. For geometry, especially, those strategies should include activities that foster the interplay of deductive and inductive reasoning (NCTM 1989).

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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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Usman, Hassan, Wun Thiam Yew, and Salmiza Saleh. "Effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teachers’ attitude towards geometry in Niger State, Nigeria." African Journal of Educational Studies in Mathematics and Sciences 15, no. 1 (June 15, 2019): 61–75. http://dx.doi.org/10.4314/ajesms.v15i1.6.

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The study investigated the effects of van Hiele’s phase-based teaching strategy and gender on pre-service mathematics teacher attitude towards geometry in Niger state, Nigeria. The study employed pre-test and post-test quasi-experimental design using a two-by-two (2x2) factorial matrix with one experimental and control group. The experimental group was exposed to Van Hiele’s phase-based teaching strategy while the control group was taught the same topics with conventional teaching strategy. Three null hypotheses with corresponding research question were formulated to guide the study. Attitudes Towards Geometry questionnaire (ATGQ) was the instrument employed to collect data from 149 sampled pre-service mathematics teachers from the two colleges of education situated in Niger State, Nigeria. The sample colleges were selected using purposive sampling technique. A reliability coefficient of 0.73 was obtained for Attitudes Towards Geometry questionnaire. Two-way Analysis of Variance (ANOVA) was employed in analysing the data at 0.05 level of significance. The results of the study revealed that van Hiele’s phase-based teaching strategy is more effective in improving pre-service mathematics teachers’ attitude towards geometry. It was recommended among others, that since van Hiele phase-based teaching strategy was found to be effective in enhancing pre-service mathematics teacher attitude towards geometry, the strategy should be employed by lecturers in course of teaching students. The teacher education programme should be geared towards training of mathematics lecturers to learn van Hiele phase-based teaching strategy as it supports effective teaching and learning which thereby improving learners’ attitudes towards learning geometry.

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Grandau, Laura, and Ana C. Stephens. "Algebraic Thinking and Geometry." Mathematics Teaching in the Middle School 11, no. 7 (March 2006): 344–49. http://dx.doi.org/10.5951/mtms.11.7.0344.

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Research on the learning and teaching of algebra has recently been identified as a priority by members of the mathematics education research community (e.g., Ball 2003; Carpenter and Levi 2000; Kaput 1998; Olive, Izsak, and Blanton 2002). Rather than view algebra as an isolated course of study to be completed in the eighth or ninth grade, these researchers advocate the reconceptualization of algebra as a strand that weaves throughout other areas of mathematics in the K–12 curriculum.

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Journal articles on the topic 'Teaching and learning of Geometry'

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