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Articoli di riviste sul tema "Geometry"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 25 luglio 2025

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1

Yasbiati, Yasbiati, and Titi Nurhayati. "PENINGKATAN KEMAMPUAN MENGENAL BENTUK GEOMTETRI MELALUI MEDIA COLOUR GEOMETRY BOOK (Penelitian Tindakan Kelas pada Kelompok A TK Al-Abror Kecamatan Mangkubumi Kota Tasikmalaya Tahun 2016/2017)." JURNAL PAUD AGAPEDIA 2, no. 1 (2020): 23–35. http://dx.doi.org/10.17509/jpa.v2i1.24385.

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ABSTRACTThe purpose of this research is to increase the ability to recognize geometry shape through Color Geometry Book media in the children of Group A in Al-Abror Kindergarten of Mangkubumi Sub-district of Tasikmalaya City. The forms of geometry that are introduced are circle, triangle, square, and rectangle. The type of research used is classroom action research, conducted in collaboration with classroom teachers. Sunjek research as many as 13 children, consisting of 5 men and 8 women. The object of this research is the ability to recognize geometry form through Color Geometry Book media. T

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2

Puspananda, Dian Ratna, Anis Umi Khoirutunnisa’, M. Zainudin, Anita Dewi Utami, and Nur Rohman. "GEOMETRY TOWER ADVENTURE PADA ANAK USIA DINI DI DESA SUKOREJO KECAMATAN BOJONEGORO." J-ABDIPAMAS : Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (2017): 56. http://dx.doi.org/10.30734/j-abdipamas.v1i1.81.

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ABSTRACTThe introduction of geometry is considered important since early age because part of form recognition learning. This is one of the earliest concepts that children must master in cognitive development. Children can distinguish objects by shape first before based on other features. By giving the introduction of geometric shapes from an early age means that the child will have a learning experience that will support the learning of mathematics in the next level of education. Community Service Activities under the title Geometry Tower Adventure at Early Childhood in Sukorejo Village Bojone

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3

Clements, Douglas C., and Michael Battista. "Geometry and Geometric Measurement." Arithmetic Teacher 33, no. 6 (1986): 29–32. http://dx.doi.org/10.5951/at.33.6.0029.

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Geometry is the study of objects, motions, and relationships in a spatial environment. We use it to examine containers, buildings, cars, and playgrounds—familiar things that students see, touch, or move. Because students are naturally interested in these things, geometry can be a highly motivating topic.

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4

Rylov, Yuri A. "Geometry without topology as a new conception of geometry." International Journal of Mathematics and Mathematical Sciences 30, no. 12 (2002): 733–60. http://dx.doi.org/10.1155/s0161171202012243.

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A geometric conception is a method of a geometry construction. The Riemannian geometric conception and a new T-geometric one are considered. T-geometry is built only on the basis of information included in the metric (distance between two points). Such geometric concepts as dimension, manifold, metric tensor, curve are fundamental in the Riemannian conception of geometry, and they are derivative in the T-geometric one. T-geometry is the simplest geometric conception (essentially, only finite point sets are investigated) and simultaneously, it is the most general one. It is insensitive to the s

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5

Ningrum, Mallevi Agustin, and Lailatul Asmaul Chusna. "INOVASI DAKON GEOMETRI DALAM MENSTIMULASI KEMAMPUAN MENGENAL BENTUK GEOMETRI ANAK USIA DINI." Kwangsan: Jurnal Teknologi Pendidikan 8, no. 1 (2020): 18. http://dx.doi.org/10.31800/jtp.kw.v8n1.p18--32.

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Children aged 4-5 years need to be introduced to the geometry as a provision for further education. But in reality there are still many children aged 4-5 years who are not yet able to recognize geometric shapes (circles, triangles, and quadrilateral) due to the lack of attractive media use in the learning of children aged 4-5 years, especially in understanding geometric shapes. Therefore, the purpose of this study is to provide a media innovation that is appropriate and effective geometry to stimulate children aged 4-5 years in recognizing geometric shapes (circles, triangles and rectangles).

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6

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

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

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7

Kaldor, S., and P. K. Venuvinod. "Macro-level Optimization of Cutting Tool Geometry." Journal of Manufacturing Science and Engineering 119, no. 1 (1997): 1–9. http://dx.doi.org/10.1115/1.2836551.

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A new approach to the macro-level optimization of tool geometro in machining is proposed. Methods for characterizing the tool material, the work material and the optimum tool geometry are proposed and a model describing the interactions between them is developed. Empirical evidence drawn from published literature is presented in support of the new approach. In this approach, the optimum tool geometry is characterized by a geometric entity number which can be explicity calculated in terms of cutting tool angles. Practical benefits derivable from the approach are discussed along with the issues

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8

Moretti, Méricles Thadeu, and Adalberto Cans. "Releitura das Apreensões em Geometria e a Ideia de Expansão Figural a Partir dos Estudos de Raymond Duval." Jornal Internacional de Estudos em Educação Matemática 16, no. 3 (2024): 303–10. http://dx.doi.org/10.17921/2176-5634.2023v16n3p303-310.

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Procurou-se neste trabalho revisitar a noção de apreensão na aprendizagem da geometria com objetivo de renomear apreensões de forma a atribuir, a cada uma delas, o papel que toma na resolução de problemas em geometria com figuras. A partir dessa busca, identificou-se um tipo de expansão discursiva fortemente presente e que tem o papel de listar as regras ou resultados matemáticos oriundos da identificação de elementos geométricos na figura. Pretendeu-se, portanto, neste estudo deixar bastante visível essas operações semiocognitivas presentes na resolução de problemas em geometria. Palavras-cha

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9

Jesus, Josenilton Santos de, and Elias Santiago de Assis. "Aprendizagem de Geometria Esférica Por Meio do Geogebra." Jornal Internacional de Estudos em Educação Matemática 16, no. 3 (2024): 353–62. http://dx.doi.org/10.17921/2176-5634.2023v16n3p353-362.

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Este artigo tem como objetivo identificar as contribuições do software GeoGebra no processo de aprendizagem da Geometria Esférica, um tipo de geometria não euclidiana. Neste sentido, foi realizada uma pesquisa de campo, de natureza qualitativa, envolvendo um grupo de estudantes de um curso de licenciatura em matemática de uma universidade pública do estado da Bahia. As técnicas de coleta de dados consistiram na na realização de entrevistas semiestruturadas e na aplicação de uma sequência de atividades contendo construções geométricas que foram realizadas pelos participantes no GeoGebra. Os res

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10

Larke, Patricia J. "Geometric Extravaganza: Spicing Up Geometry." Arithmetic Teacher 36, no. 1 (1988): 12–16. http://dx.doi.org/10.5951/at.36.1.0012.

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If we can have science fairs, why not geometry fairs? They are excellent ways for elementary teachers to add pizzazz to the teaching of geometry. A geometry fair or geometric extravaganza is a display or exhibit of geometry projects representing the students' culminating work in a geometry unit. The purposes of a geometry fair a re (I) to remind students of important geometric terms and concepts; (2) to enable students to explore the world of lines, angles, points, and geometric shapes; (3) to help students identify and construct geome tric shapes and designs; (4) to help students prepare proj

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11

Mallayya, V. Madhukar. "Geometric series geometry: Sankara's contribution." Arya Bhatta Journal of Mathematics and Informatics 13, no. 2 (2021): 215–26. http://dx.doi.org/10.5958/2394-9309.2021.00027.5.

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12

Norvaiša, Rimas. "Geometric transformations in school geometry." Lietuvos matematikos rinkinys 65 (December 10, 2024): 45–75. https://doi.org/10.15388/lmd.2024.38090.

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The study delves into the learning progression for school geometry based on transformations proposed by Hung-Hsi Wu. Plane transformations – translations, reflections, rotations, and dilations – are considered. Criteria for the triangle congruence and for triangle similarity, as well as the properties of the graphs of a quadratic function, are proved with their help. Axioms of school geometry used to justify the system of concepts are formulated. The study was motivated by the geometry topic presented in the mathematics curriculum as of 2022 and in the textbooks published.

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13

Salkov, Nikolay. "Parametric Geometry in Geometric Modeling." Геометрия и графика 2, no. 3 (2014): 7–13. http://dx.doi.org/10.12737/6519.

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Сальков and Nikolay Sal'kov. "Geometric Simulation and Descriptive Geometry." Geometry & Graphics 4, no. 4 (2016): 31–40. http://dx.doi.org/10.12737/22841.

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Geometric simulation is creation of a geometric model, whose properties and characteristics in a varying degree determine the subject of investigation’s properties and characteristics. The geometric model is a special case of the mathematical model. The feature of the geometric model is that it will always be a geometric figure, and therefore, by its very nature, is visual. If the mathematical model is a set of equations, which says little to an ordinary engineer, the geometric model as representation of the mathematical model and as the geometric figure itself, enables to &#34;see&#34

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15

Basu, B., S. Dhar, and S. Ghosh. "Noncommutative geometry and geometric phases." Europhysics Letters (EPL) 76, no. 3 (2006): 395–401. http://dx.doi.org/10.1209/epl/i2006-10299-9.

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16

Dress, Andreas W. M., and Timothy F. Havel. "Distance geometry and geometric algebra." Foundations of Physics 23, no. 10 (1993): 1357–74. http://dx.doi.org/10.1007/bf01883783.

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17

Gunn, Charles. "Geometric Algebras for Euclidean Geometry." Advances in Applied Clifford Algebras 27, no. 1 (2016): 185–208. http://dx.doi.org/10.1007/s00006-016-0647-0.

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18

Li, Hongbo. "Hyperbolic geometry with geometric algebra." Chinese Science Bulletin 42, no. 3 (1997): 262–63. http://dx.doi.org/10.1007/bf02882454.

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19

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 (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 geometr

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20

Yıldırım, Abdurrahman, and Pına Anapa Saban. "EFFECTS OF EUCLIDEAN REALITY GEOMETRY ACTIVITIES ON STUDENTS’ LEVELS OF VAN HIELE GEOMETRY, GEOMETRIC ATTITUDES AND THEIR SUCCESSES ACCORDING TO HEARING ABILITIES." e-Journal of New World Sciences Academy 9, no. 4 (2014): 364–79. http://dx.doi.org/10.12739/nwsa.2014.9.4.1c0624.

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21

Lestari, Dinar Dwi Putri, Mega Teguh Budiarto, and Agung Lukito. "Analisis Kemampuan Spatial Visualization Siswa Sekolah Dasar dalam Pemecahan Masalah Geometri: Ditinjau dari Kemampuan Matematika Tingkat Tinggi." ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar 5, no. 1 (2021): 55. http://dx.doi.org/10.30651/else.v5i1.7371.

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Abstrak: Kemampuan spasial sangat berkaitan erat dengan geometri. Kemampuan spasial mendukung pemahaman tentang dunia geometris. Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan spasial siswa SD khususnya spatial visualization dengan kemampuan matematika tinggi dalam memecahkan masalah geometri. Subjek dalam penelitian ini adalah siswa kelas 6 SD. Hasil penelitian yang berpendekatan kualitatif ini menggunakan indikator kemampuan spasial yang diadaptasi dari penelitian Lawrie, et al. (2016) dilaksanakan dengan mengggunakan metode triangulasi waktu yakni membandingkan hasil tes da

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22

K. Beisenbayeva, Galiya, Akan M. Mubarakov, Zoya T. Seylova, Larissa U. Zhadrayeva, and Botagoz N. Artymbayeva. "Evaluating the Impact of an Augmented Reality App on Geometry Learning in Kazakh Secondary Schools." Journal of Information Technology Education: Research 23 (2024): 022. http://dx.doi.org/10.28945/5355.

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Aim/Purpose: This paper aims to evaluate the influence of an augmented reality mobile application on improving secondary students’ visualization and comprehension of geometric concepts. Background: The study involved developing an AR app named Geometria to enhance geometry education. Methodology: In a specialized boarding school in Kokshetau, Kazakhstan, 82 tenth-graders were randomly split into control (n=42) and experimental groups (n=40), underwent either traditional instruction or lessons incorporating the AR Geometria app, and were subsequently assessed using a 20-question test spanning s

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23

Rosalina, Venny, and Fabio Yuda. "CREATIVE PROCESS OF CONTEMPORARY DANCE GEOMETRY: A CHOREOGRAPHIC WORK WITH A SOCIAL PSYCHOLOGICAL APPROACH." Ekspresi Seni : Jurnal Ilmu Pengetahuan dan Karya Seni 24, no. 1 (2022): 149. http://dx.doi.org/10.26887/ekspresi.v24i1.2090.

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This paper discusses the process of creating Geometry, a dance works by using a psychological approach to express the idea of the Minangkabau body in contemporary dance practice. Geometry dance works as a real picture of the behavior, thoughts, appreciation of human characters through the description of body dialogue and unique experiences as character expressions in dance works. This study resulted in a description of the creative process of contemporary dance creation based on the application of a psychological approach by describing creative values, appreciation values and behavioral values

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Sal'kov, N., and Nina Kadykova. "Representation of Engineering Geometry Development in “Geometry and Graphics” Journal." Geometry & Graphics 8, no. 2 (2020): 82–100. http://dx.doi.org/10.12737/2308-4898-2020-82-100.

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In the paper "On the Increasing Role of Geometry", published in the electronic "Journal of Natural Science Research" in 2017, it was outspoken a hypothesis that now, at the time of innovative technologies, the importance of geometry is constantly increasing. The significance of geometry is also demonstrated by numerous Ph.D. and doctoral dissertations in the specialty No 05.01.01 - “Engineering Geometry and Computer Graphics”. It can be affirmed that all and everyone dissertations of technical and technological profile contain a geometric component to one degree or another. The "Geometry and G

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Saputra, Paulus Roy. "Pembelajaran Geometri Berbantuan Geogebra dan Cabri Ditinjau dari Prestasi Belajar, Berpikir Kreatif dan Self-Efficacy." PYTHAGORAS: Jurnal Pendidikan Matematika 11, no. 1 (2016): 59. http://dx.doi.org/10.21831/pg.v11i1.9680.

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Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan keefektifan pembelajaran geometri berbantuan Cabri dan pembelajaran geometri berbantuan Geogebra ditinjau dari prestasi belajar, berpikir kreatif, dan self-efficacy siswa SMP. Penelitian ini adalah penelitian eksperimen semu desain pretest-posttest non equivalent group design. Penelitian ini menggunakan dua kelompok eksperimen tanpa kelompok kontrol. Populasi penelitian ini mencakup seluruh siswa kelas VII SMP Santa Maria Banjarmasin. Sampel terdiri dari dua kelas, yaitu kelas VIIA dan kelas VIIB yang dipilih secara acak. Kelas V

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Baldwin, John T., and Andreas Mueller. "Autonomy of Geometry." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 11 (February 5, 2020): 5–24. http://dx.doi.org/10.24917/20809751.11.1.

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In this paper we present three aspects of the autonomy of geometry. (1) An argument for the geometric as opposed to the ‘geometric algebraic’ interpretation of Euclid’s Books I and II; (2) Hilbert’s successful project to axiomatize Euclid’s geometry in a first order geometric language, notably eliminating the dependence on the Archimedean axiom; (3) the independent conception of multiplication from a geometric as opposed to an arithmetic viewpoint.

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Weiss, Gunter. "GEOMETRY. WHAT ELSE !? - MORE OF “ENVIRONMENTAL GEOMETRY”." Boletim da Aproged, no. 34 (December 2018): 9–20. http://dx.doi.org/10.24840/2184-4933_2018-0034_0001.

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This paper is an addendum to a previous article [01] in which several examples demonstrate that “all natural or artificial objects have a shape or form resulting from a natural (bio-physical) or technical (design) process, and therefore have an intrinsic (immanent) geometric constituent”, focusing on the fact that “reality reveals geometry and geometry creates reality”. Since many objects are metaphors for geometric and mathematical content and the starting point for mathematical abstraction, one can conclude that geometry is simply everywhere. This sort of “Appendix” focuses on the symbiotic

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Madang, Septina, Irvinia Ariesti, Maria Apriani, et al. "Stimulating Early Children’s Knowledge about Shape Using the Geometry Board." GENIUS Indonesian Journal of Early Childhood Education 3, no. 1 (2022): 81–90. http://dx.doi.org/10.35719/gns.v3i1.84.

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This study aims to describe the use of learning media products in the form of geometric boards to develop children's cognitive abilities aged 4-5 years. Using the geometric board as media, children can easily recognize geometric shapes such as triangles, rectangles, circles, semicircles, rectangles, and parallelograms. This type of research uses an approach with a descriptive analysis model. The data analysis stage uses the Miles and Huberman model, including compaction, data presentation, and concluding. In this study, the the researcher chose to conduct research in kindergarten. The informan

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Goto, Shin-itiro. "Affine geometric description of thermodynamics." Journal of Mathematical Physics 64, no. 1 (2023): 013301. http://dx.doi.org/10.1063/5.0124768.

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Thermodynamics provides a unified perspective of the thermodynamic properties of various substances. To formulate thermodynamics in the language of sophisticated mathematics, thermodynamics is described by a variety of differential geometries, including contact and symplectic geometries. Meanwhile, affine geometry is a branch of differential geometry and is compatible with information geometry, where information geometry is known to be compatible with thermodynamics. By combining above, it is expected that thermodynamics is compatible with affine geometry and is expected that several affine ge

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Geng, Runshi, and Joseph M. Landsberg. "On the geometry of geometric rank." Algebra & Number Theory 16, no. 5 (2022): 1141–60. http://dx.doi.org/10.2140/ant.2022.16.1141.

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Berger, Melvyn S. "Book Review: Modern geometry (Sovremennaya geometriya)." Bulletin of the American Mathematical Society 13, no. 1 (1985): 62–66. http://dx.doi.org/10.1090/s0273-0979-1985-15366-2.

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Tyurin, N. A. "Algebraic Lagrangian geometry: three geometric observations." Izvestiya: Mathematics 69, no. 1 (2005): 177–90. http://dx.doi.org/10.1070/im2005v069n01abeh000527.

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Bhatia, Rajendra, and John Holbrook. "Riemannian geometry and matrix geometric means." Linear Algebra and its Applications 413, no. 2-3 (2006): 594–618. http://dx.doi.org/10.1016/j.laa.2005.08.025.

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Ehm, Werner, and Jiří Wackermann. "Geometric–optical illusions and Riemannian geometry." Journal of Mathematical Psychology 71 (April 2016): 28–38. http://dx.doi.org/10.1016/j.jmp.2016.01.005.

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Leok, Melvin, and Jun Zhang. "Connecting Information Geometry and Geometric Mechanics." Entropy 19, no. 10 (2017): 518. http://dx.doi.org/10.3390/e19100518.

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Yong-ping, Zhang, and Xie He-ping. "Fractal geometry derived from geometric inversion." Applied Mathematics and Mechanics 11, no. 11 (1990): 1075–79. http://dx.doi.org/10.1007/bf02015691.

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Dinh, Trung Hoa, Sima Ahsani, and Tin-Yau Tam. "Geometry and inequalities of geometric mean." Czechoslovak Mathematical Journal 66, no. 3 (2016): 777–92. http://dx.doi.org/10.1007/s10587-016-0292-8.

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Suryadinata, Nurain, Tina Yunarti, and M. Coesamin. "IDENTIFIKASI PENGETAHUAN CALON GURU SEKOLAH DASAR TERHADAP PEMBELAJARAN GEOMETRI DIMENSI TIGA." EMTEKA: Jurnal Pendidikan Matematika 6, no. 1 (2025): 381–89. https://doi.org/10.24127/emteka.v6i1.7476.

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Penelitian ini melaporkan hasil identifikasi awal terhadap pengetahuan calon guru sekolah dasar terkait pembelajaran geometri dimensi tiga (3D). Sebanyak 32 mahasiswa program studi Pendidikan Guru Sekolah Dasar (PGSD) dijadikan subjek penelitian dan diberikan 15 pertanyaan yang dikaitkan dengan level berpikir geometri van Hiele, serta dikaitkan dengan konsep Teachers’ Geometry Content Knowledge (GCK), Knowledge of Geometry and Students (KGS), dan Knowledge of Geometry and Teaching (KGT). Data dianalisis secara deskriptif menggunakan persentase jawaban benar di setiap butir pertanyaan. Hasil pe

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Wong, Wing-Kwong, Sheng-Kai Yin, and Chang-Zhe Yang. "Drawing dynamic geometry figures online with natural language for junior high school geometry." International Review of Research in Open and Distributed Learning 13, no. 5 (2012): 126. http://dx.doi.org/10.19173/irrodl.v13i5.1217.

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<p>This paper presents a tool for drawing dynamic geometric figures by understanding the texts of geometry problems. With the tool, teachers and students can construct dynamic geometric figures on a web page by inputting a geometry problem in natural language. First we need to build the knowledge base for understanding geometry problems. With the help of the knowledge base engine InfoMap, geometric concepts are extracted from an input text. The concepts are then used to output a multistep JavaSketchpad script, which constructs the dynamic geometry figure on a web page. Finally, the syste

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

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

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

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

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

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

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Sabirova, Dildora, Mirzayor Inoyatov, Kamola Aripova, and Dildora Alimova. "Algorithms and 3D visualization tools to bring geometric data to life, facilitating immersive experiences and interactive storytelling." E3S Web of Conferences 548 (2024): 03011. http://dx.doi.org/10.1051/e3sconf/202454803011.

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The fusion of measurement geometry and computer graphics has ushered in a realm where geometric principles intersect with visual representation, creating a dynamic landscape of spatial analysis, visualization, and digital creativity. This article explores the synergies between measurement geometry and computer graphics, delving into the essence of geometric data, rendering techniques, 3D modeling, and virtual reality applications in a digitized world. Within the realm of measurement geometry, the precision of spatial relationships, dimensional analysis, and geometric computations forms the fou

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Mahmudati, Rina, and Ragil Tri Indrawati. "Penerapan Rainbow Geometry dalam Pembentukan Konsep Keruangan Sejak Usia Dini." Jurnal Penelitian dan Pengabdian Kepada Masyarakat UNSIQ 6, no. 1 (2019): 16–20. http://dx.doi.org/10.32699/ppkm.v6i1.494.

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Mis-konsep dalam pemahaman geometri terjadi pada setiap jenjang pendidikan. Oleh karena itu, pemahaman konsep harus ditanamkan sejak usia dini. Tujuan dari kegiatan ini untuk meningkatkan pemahaman konsep geometri dengan menggunakan rainbow geometry. Metode pelaksanaan dilakukan dengan cara menciptakan media kreatif sebagai alat pembelajaran berupa rainbow geometry. Kegiatan ini dilaksanakan di RA Hj Maryam, dengan memberi pelatihan kepada guru dan menerapkan media tersebut kepada siswa. Hasil dari kegiatan ini terlihat bahwa terjadi peningkatan terhadap pemahaman geometri secara signifikan pa

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Wahyudi, Erwin Eko, Janoe Hendarto, Nur Rokhman, and Andika Rahim Darusalam. "Konstruksi Pola Fraktal Berdasarkan Bentuk Dasar Persegi Menggunakan Transformasi Affine." Jurnal Ilmiah ILKOMINFO - Ilmu Komputer & Informatika 6, no. 1 (2023): 87–97. http://dx.doi.org/10.47324/ilkominfo.v6i1.159.

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Abstrak: Geometri fraktal, juga dikenal sebagai "geometri alam", adalah jenis geometri yang mempelajari geometri tidak beraturan. Karakteristik utama dari geometri fraktal adalah self-similarity, yaitu bagian lain dari fraktal memiliki bentuk yang serupa pada skala yang berbeda. Penelitian ini bertujuan untuk membangun pola fraktal berdasarkan bentuk dasar persegi dan menggunakan dua jenis transformasi affine, yaitu dilatasi dan translasi. Parameter yang dapat diubah untuk transformasi adalah skala. Implementasi pembuatan program dilakukan dengan menggunakan bahasa pemrograman Python. Dengan m

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Pinheiro, José Milton Lopes. "A Geometria Dinâmica se Constituindo com as Ideias Geométricas de Edmund Husserl." Jornal Internacional de Estudos em Educação Matemática 11, no. 2 (2018): 120. http://dx.doi.org/10.17921/2176-5634.2018v11n2p120-129.

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Intenciona-se neste estudo compreender como se constituem as ideias husserlianas sobre Geometria e, como essas ideias podem se atualizar na constituição da Geometria Dinâmica. Para isso, são destacadas as ideias de Husserl que constituem um solo sobre o qual ele expõe seu pensar filosófico sobre a Geometria. Traz-se essas ideias articulando-as com a Geometria Dinâmica, que se presentifica em um tempo distante daquele em que Husserl expõe seus pensamentos. Husserl não vivenciou os avanços da ciência que nos faz disponível atualmente as tecnologias informáticas, portanto, em seus trabalhos não c

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Sholihah, Silfi Zainatu, and Ekasatya Aldila Afriansyah. "Analisis Kesulitan Siswa dalam Proses Pemecahan Masalah Geometri Berdasarkan Tahapan Berpikir Van Hiele." Mosharafa: Jurnal Pendidikan Matematika 6, no. 2 (2018): 287–98. http://dx.doi.org/10.31980/mosharafa.v6i2.317.

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Abstract (sommario):

AbstrakMatematika memiliki peranan penting dalam kehidupan. Namun, dalam praktik pembelajarannya sebagian siswa masih menganggap matematika sebagai mata pelajaran yang sulit. Bukti-bukti di lapangan menunjukkan bahwa hasil belajar geometri masih rendah. Kesulitan pada materi geometri dapat berdampak pada kesulitan-kesulitan bagian lain dalam materi geometri itu sendiri, karena banyak pokok bahasan dalam geometri yang saling berhubungan. Penelitian ini bertujuan untuk mengetahui faktor penyebab kesulitan siswa dalam proses pemecahan masalah geometri berdasarkan tahapan berpikir Van Hiele serta

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Mudhefi, Fungirai, Koena Mabotja, and Dimakatjo Muthelo. "The use of Van Hiele’s geometric thinking model to interpret Grade 12 learners’ learning difficulties in Euclidean Geometry." Perspectives in Education 42, no. 2 (2024): 162–75. http://dx.doi.org/10.38140/pie.v42i2.8350.

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Abstract (sommario):

The 21st-century mathematics classrooms should equip learners with well-grounded knowledge and thinking skills pertaining to geometry. However, Euclidean geometry remains one of the challenging, if not the most difficult topic for many learners. As a result, the purpose of this article is to interpret Grade 12 learners’ learning difficulties in Euclidean geometry. We use Van Hiele’s geometric thinking model and Hoffer’s skills to argue an interpretation of learning difficulties in Euclidean geometry as a focal point towards creating effective teaching and learning of this important topic. This

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

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

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Jupri, Al, and Ernawulan Syaodih. "BETWEEN FORMAL AND INFORMAL THINKING: THE USE OF ALGEBRA FOR SOLVING GEOMETRY PROBLEMS FROM THE PERSPECTIVE OF VAN HIELE THEORY." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 21, no. 2 (2016): 108–13. http://dx.doi.org/10.18269/jpmipa.v21i2.44254.

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Abstract (sommario):

This study investigated primary education master program students’ problem solving strategies and their for-mal and informal thinking ability when dealing with geometry problems that require the use of algebra in its solution processes. In order to do so, an explorative study through individual written test, observation, and field notes, involving 47 primary education master program students was carried out. The perspective of Van Hiele theory on the development of geometric thought was used to interpret student formal and informal thinking strategy when dealing with geometry problems. The res

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