Prospective Early Childhood and Elementary School Mathematics Teachers’ Concept Images and Concept Definitions of Triangles

Ulusoy, Fadime

doi:10.1007/s10763-020-10105-6

Cited by 19 publications

(12 citation statements)

References 26 publications

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“…In general, most of the attributes of "Parallel and Perpendicular Lines" have been mastered by the Grade Four students. The finding was supported by the study conducted by Ulusoy (2021). This is because the implementation of the instruction followed the developmental phase of parallel and perpendicular concepts suggested by the Van Hieles' Theory (1986).…”

Section: Discussionsupporting

confidence: 55%

“…Consequently, elementary school and middle school students were reported to have a higher tendency for failing to solve the geometry items compared to other domains in Trends in International Mathematics and Science Study 2019 (Mullis et al, 2020). The persistent errors made by the students in 'Parallel and Perpendicular Lines' could be due to the misconceptions held (Ulusoy, 2019(Ulusoy, , 2021. For example, Ulusoy (2016) found that students regarded parallelity as verticality.…”

Section: Introductionmentioning

confidence: 99%

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Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Chin

Meng

Yew

et al. 2022

Participatory Educational Research

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‘Parallel and Perpendicular Lines’ is an important topic that serves as a basis for the learning of a more advanced geometric concept in later years. Yet, this topic is hard to master by the students. To pinpoint students’ weaknesses in this topic, this study sought to develop a cognitive diagnostic assessment (CDA) to assess students’ mastery of ‘Parallel and Perpendicular Lines’. The validation of the CDA and the use of CDA in measuring students’ mastery of ‘Parallel and Perpendicular Lines’ was documented in this article. The content validation involved two subject matter experts, while the pilot test involved 154 Year Four students from Kedah state of Malaysia selected using cluster sampling. The experts' consensus on the relevancy of test items was captured by calculating the content validity index. The psychometric properties of items and reliability of assessment were analysed based on Rasch Measurement Model. The validity of the assessment content was supported with an acceptable content validity index of 1.00 (>.80). The findings of Rasch analysis span across all ranges of abilities level and hence fit students’ competence well. With an acceptable person separation index of 1.58 (> 1.50), person separation reliability of .74 (>.70), and KR-20 coefficient of .78 (>.70), the CDA developed is reliable. The findings of assessing students’ mastery level highlighted their weaknesses in defining the properties of perpendicular lines and drawing perpendicular lines. The findings of this study would encourage practitioners to utilise it in the mathematics classroom for diagnosing students’ weaknesses and hence plan for remedial instruction.

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Section: Discussionsupporting

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Chin

Meng

Yew

et al. 2022

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…Hence, understanding properties of triangles and solving problems involving triangles by various means have been featured in mathematics teaching and learning from elementary schools to secondary schools in all countries. For example, elementary students begin with familiarizing different types of triangles and basic properties [1,2]. Junior secondary students continue with learning Pythagorean theorem and basic trigonometry defined as ratios of sides and using these basic rules to solve problems associated with right triangles [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Exploratory Case Study on Solving Word Problems Involving Triangles by Pre-Service Mathematics Teachers in a Regional University in Australia

Guo¹

2022

Mathematics

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Studies have shown that solving real-world problems involving triangles is one of the most difficult topics for the pre-service secondary mathematics teachers engaging study and training in metropolitan institutions. We have known little about performances of the pre-service mathematics teachers from regional, rural and remote (RRR) areas engaging study and training in regional universities. This case study intends to explore whether solving word problems involving triangles would also be challenging for the RRR pre-service mathematics teachers, and what unique factors may negatively affect the RRR student teachers’ performances in solving word problems involving triangles. This study compared the works of two groups of the first-year pre-service mathematics teachers who enrolled in an undergraduate education program in a regional university in Australia. The two chosen word questions for comparison were parts of the assignments involving solving triangles to the students. Through statistical analysis, this study indicates that the considerable proportion of no attempts among the enrolled RRR students is the distinctive difference between the metropolitan and RRR pre-service mathematics teachers. Although still challenging, the RRR student teachers who attempted the word problems seemed performed better than the metropolitan students in solving word problems involving triangles.

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“…So, understanding the concept of geometry needs to be emphasized from an early age in the minds of students to avoid "Definition Circles" (Markovits & Patkin, 2020;Novita et al, 2018;Ulusoy, 2021). There need to be definitions of bases or elements that are not defined.…”

Section: Introductionmentioning

confidence: 99%

Development of Authentic Assessment in Geometry Learning

Jaelani

Hasbi²

2022

J. Rev. Pemb. Mat.

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This study aims to describe the process and results of the development of authentic assessment in teaching geometry which refers to the 4-D model. Geometry authentic assessment in this study includes learning achievement tests, self-assessment, portfolio assessment, performance assessment guidelines, self-assessment guidelines, portfolio assessment guidelines, feasibility test instruments, teacher response questionnaires, student response questionnaires, and validation sheets. The research subjects are 8th-grade students of SMPN 2 Barombong, Gowa Regency. The validity test analysis is rationally obtained through two the results of the validation of experts, test reliability both rationally and empirically, and objectivity using the product-moment formula. The results showed that the authentic assessment met the criteria of being valid, practical, and effective. As a consequence, it is suggested that the development of authentic assessment tools for geometry learning be expanded to other resources to make teacher evaluation easier. Furthermore, the study's implications provide teachers with information for conducting authentic assessment formulation in the implementation of learning, especially for students.

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Prospective Early Childhood and Elementary School Mathematics Teachers’ Concept Images and Concept Definitions of Triangles

Cited by 19 publications

References 26 publications

Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Validating the Cognitive Diagnostic Assessment and Assessing Students’ Mastery of ‘Parallel and Perpendicular Lines’ Using the Rasch Model

Exploratory Case Study on Solving Word Problems Involving Triangles by Pre-Service Mathematics Teachers in a Regional University in Australia

Development of Authentic Assessment in Geometry Learning

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