Learning Geometry in a Large-Enrollment Class: Do Tangrams Help in Developing Students’ Geometric Thinking?

Siew, Nyet Moi

doi:10.9734/bjesbs/2012/1612

Cited by 13 publications

(7 citation statements)

References 21 publications

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“…The experience with tangram has several advantages: improving the ability knowing the vocabularies in geometry, recognizing shapes, classifying shapes, and finding the relationships among the seven two-dimensional figures in the tangram [5]. In addition, tangram activities have been given a sense of ownership of the outcome, thereby serving as an appropriate in-class exercise to facilitate geometric thinking in a large class [7]. In the second and third meetings, the teachers are given materials on geometry and measurement, so that they can increase their knowledge or brush up on the materials.…”

Section: Methodsmentioning

confidence: 99%

Primary School Teachersr Capability in Developing Learning Media Basedon Tangram Interactive Game

Trimurtini¹,

Sari²,

Ahmadi³

2018

Proceedings of the 5th International Conference on Community Development (AMCA 2018)

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Improving the learning quality should be done by jointly addressing the problems that arise in learning activity. One of the important problems to be addressed is the teachers' difficulty in learning mathematics, especially geometry. Almost all geometry materials are verbally delivered and rarely use learning media due to the lack of instructional media. The purpose of this research is to improve the performance of teachers in primary schools in Bergas, Semarang in developing learning media especially on geometry materials. Tangram Interactive Game (TIG) is used as one of the materials given to teachers. This media is expected to inspire teachers to modify the learning media on geometry material in primary schools. Qualitative descriptive method is used in processing teachers' understanding data on geometry materials and teachers' skill in developing learning media on geometry materials. The conclusions of this research are (1) there is improvement of teacher's understanding on geometry materials showed by the improvement of pre-test and post-test result with n-gain 0,484 which is in medium category, (2) teachers' capability in developing learning materials is also in medium category and the developed media fulfills the didactic requirement in 60%, construction requirements in 75.75%, and technical requirements in 76.25%.

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Section: Methodsmentioning

confidence: 99%

Primary School Teachersr Capability in Developing Learning Media Basedon Tangram Interactive Game

Trimurtini¹,

Sari²,

Ahmadi³

2018

Proceedings of the 5th International Conference on Community Development (AMCA 2018)

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“…Factors provided by the nature of mind games such as active learning, improvement in the motivation levels due to the participation, interaction and feedback may be effective in the development of problem solving skills. Also above-mentioned positive effects of mind games on reasoning (Bottino et al, 2007;Reiter et al, 2014), creative thinking Ott and Pozzi, (2012), geometrical thinking (Siew & Abdullah, 2012;Shofan, 2014), motivation, attention and concentration, (Bottino, Ott, & Benigno, 2009), might contribute to the development of the problem-solving skills. While the problem-solving skills in the study seemed to differ between the EG and CG for the overall scores and organizing dimension scores, no differences were found for the planning and evaluating dimensions.…”

Section: Grammar Achievementmentioning

confidence: 99%

“…Similarly, Ott and Pozzi () who described the results of a real long‐term educational experiment (Bottino et al, ) carried out in the field of game‐based learning, observed that primary school students who played 45 basic digital mind games for 3 years developed improvements in regard to their creative thinking skills. Several studies found that tangram games improved spatial abilities, such as geometrical thinking, mental rotation and the concept of area conservation (Siew & Abdullah, ; Shofan, ). In addition, Bottino, Ott, and Benigno () conducted a longitutional study examining learning by digital mind games (such as Treetent and Mastermind) and found that playing those games improved 3rd, 4th and 5th grade students' cognitive skills, motivation, attention and concentration positively.…”

Section: Introductionmentioning

confidence: 99%

The effects of mind games in math and grammar courses on the achievements and perceived problem‐solving skills of secondary school students

Demirel¹,

Yılmaz²

2018

Brit J Educational Tech

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The goal of this study is to determine the effectiveness of mind games played by secondary school sixth grade students as classroom activities in math and grammar courses on their perceived problem-solving skills and achievements. In the quantitative part of the study, the nonequivalent groups pre-test-post-test control group design from single-factor quasi experimental designs was used. Qualitative data collection and analysis approaches have also been used to support and explain quantitative data. The study's sample group, which was formed using a convenience sampling method, consisted of 48 sixth grade secondary school students who studied in a moderately developed city center in Turkey and their teachers. An achievement test, perceived problem-solving skills scale and semistructured interview guide were used as the data collection tools. According to the findings, the students in the experimental group who played mind games showed development in their perceived problem-solving skills and achievements compared to the control group. The opinions of the teachers and students on the effects of the mental practices were also found to be positive.

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“…Bununla birlikte öğrencilerin özellikle geometride uzamsal görselleştirme becerilerini geliştirmede yapboz oyununun (Chien-Heng ve Chien-Min, 2016), küp, dörtgen ve üçgenlerin yerleştirilmesiyle oynanan bir oyun olan Tridio'nun (Bakker, 2008), kâğıt katlama sanatı olan origaminin (Boakes, 2009;Çakmak, 2009) etkili olduğu tespit edilmiştir. Ayrıca farklı geometrik şekillerin bir araya getirilerek şekiller oluşturulduğu Tangram'ın geometriyi somutlaştırmada etkili olduğu (Shofan, 2013) ve öğrencilerin geometrik düşünme düzeyleri ile yaratıcılıklarının arttığı (Siew ve Abdullah, 2012) belirlenmiştir.…”

Section: Sonuç Tartişma Ve öNeri̇lerunclassified

Mekani̇k Zekâ Oyunlarinin İlkokul 2.SINIF Öğrenci̇leri̇ni̇n Zi̇hi̇nsel Beceri̇ Düzeyleri̇ne Etki̇si̇

Marangoz¹

2017

jisr

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ÖzBu araştırma, Türk Beyin Takımı (TBT) tarafından geliştirilen, mekanik zekâ oyunlarının ilkokul 2.sınıf öğrencilerinin zihinsel beceri düzeylerine etkisini belirlemek amacıyla yapılmıştır. Ön test-son test kontrol gruplu deneysel desenle gerçekleştirilen araştırmanın çalışma grubunu, İstanbul ili, Çekmeköy ilçesinde özel bir okulda öğrenim gören 12'si deney grubunda, 12'si de kontrol grubunda yer alan toplam 24 ilkokul 2. sınıf öğrencisi oluşturmaktadır. Deney grubunda, 14 hafta boyunca haftada bir gün, iki ders (80 dakika) süresi içinde öğrencilerin, TBT mekanik zekâ oyunlarını oynamaları sağlanmıştır. Araştırmada, öğrencilerin zihinsel beceri düzeylerini (dikkati yoğunlaştırma, stratejik düşünme, analiz etme, parça-bütün ilişkisi kurma, görsel algı ve ipuçlarından faydalanma) belirlemek için araştırmacı tarafından geliştirilen bir test kullanılmıştır. Test, deney ve kontrol grubundaki öğrencilere, ön-test ve sontest şeklinde uygulanmıştır. Araştırmada elde edilen verilerin normal dağılıma uygunluğu Kolmogorov-Smirnov Testi ile tespit edilerek, deney ve kontrol grubundaki öğrencilerin zihinsel beceri düzeyleri, uygulama öncesi ön test ve uygulama sonrası son test puan ortalamaları arasındaki ilişkiyi belirlemek için t testi kullanılmıştır. Araştırmada, 14 hafta boyunca 14 farklı mekanik zekâ oyunları uygulanan öğrencilerin, zihinsel beceri düzeylerinde tüm alt boyutlar için anlamlı bir artış olduğu sonucuna varılmıştır. Buna göre, TBT mekanik zekâ oyunlarının ilkokul 2.sınıf öğrencilerinin zihinsel beceri düzeylerini geliştirdiği söylenebilir.Anahtar Kelimeler: Oyun, zekâ oyunları, mekanik zekâ oyunları, zihinsel beceriler, Türk Beyin Takımı. AbstractThis research was conducted to determine the effects of mechanical mind games developed by Turkish Brain Team (TBT) on the mental skill levels of second grade primary school students. The study which was applied through experimental model with pretest and post-test control group consisted of 24 private primary school students in Çekmeköy in Istanbul province, 12 of which were in the experimental group and the other 12 in the control group. In the experimental group, students were allowed to play TBT mechanical mind games within two lessons (80 minutes) one day a week for 14 weeks. In the study, a test developed by the researcher was used to determine the mental skill levels of the students (concentrating, strategic thinking, analyzing, part-whole relationship building, visual perception and using clues). The test was applied to the students in the experimental and control groups as pre-test and post-test. The normal distribution of the data obtained in the study was determined by the Kolmogorov-Smirnov Test and t test was used to determine the relationship between pre-test and post-test averages of mental skill levels of students in the experimental and control groups. In the study, it was concluded that students who applied 14 different mechanical mind games for 14 weeks increased significantly for all sub-dimensions in mental skill levels. According to this, it...

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Learning Geometry in a Large-Enrollment Class: Do Tangrams Help in Developing Students’ Geometric Thinking?

Cited by 13 publications

References 21 publications

Primary School Teachersr Capability in Developing Learning Media Basedon Tangram Interactive Game

Primary School Teachersr Capability in Developing Learning Media Basedon Tangram Interactive Game

The effects of mind games in math and grammar courses on the achievements and perceived problem‐solving skills of secondary school students

Mekani̇k Zekâ Oyunlarinin İlkokul 2.SINIF Öğrenci̇leri̇ni̇n Zi̇hi̇nsel Beceri̇ Düzeyleri̇ne Etki̇si̇

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