Sixth Grade Students’ Some Difficulties and Misconceptions on Angle Concept

Ünal, Deniz Özen; Ürün, Ömer

doi:10.14689/enad.27.7

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…In particular, students often confuse linear velocity and angular velocity [23]. Moreover, the concept of an angle is also often misconstrued [24]; many students get confused between the definition of an angle and the definition of an arc, which consequently impairs their understanding of angular velocity [20].…”

Section: The Angular Velocity Concept and The Collective Circular Exe...mentioning

confidence: 99%

Predictive Eye Movements Characterize Active, Not Passive, Participation in the Collective Embodied Learning of a Scientific Concept

Zohar,

Karp,

Ben-Joseph

et al. 2023

Applied Sciences

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Embodied pedagogy maintains that teaching and learning abstract concepts can benefit significantly from integrating bodily movements into the process. However, the dynamics of such an integration, as well as its dependency on active participation, are not known. Here, we examined the dynamics of visual perception loops during embodied training by tracking eye movements during a session of the collective embodied learning of a concept in physics—angular velocity. Embodied learning was accomplished by the subjects, forming a line that rotated around a central object, in this case, a bottle. We tracked the gaze resulting from the eye and head movements in 12 subjects, who both actively participated in the collective embodied exercise and passively watched it. The tracking data of 7 of these 12 subjects passed our tracking reliability criteria in all the trials and are reported here. During active learning, the learners tended to look ahead of the rotating line (by 35.18 ± 14.82 degrees). In contrast, while passively watching others performing the task, the learners tended to look directly at the line. Interestingly, while the learners were performing the collective exercise, they were unaware of looking ahead of the rotating line. We concluded that the closed-loop perceptual dynamics differed between the active and passive modes, and discussed possible consequences of the observed differences with respect to embodied pedagogy.

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Section: The Angular Velocity Concept and The Collective Circular Exe...mentioning

confidence: 99%

Predictive Eye Movements Characterize Active, Not Passive, Participation in the Collective Embodied Learning of a Scientific Concept

Zohar,

Karp,

Ben-Joseph

et al. 2023

Applied Sciences

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show abstract

“…This is proven because lines and angles cannot be separated from life (Hartono et al, 2021). However, lines and angles actually become an obstacle in the classroom (Ozen Unal & Urun, 2021). This problem does not only occur in Indonesia, but has become a global problem, both inside and outside the country.…”

Section: Introductionmentioning

confidence: 99%

Android-based Didactical Design for Learning Lines and Angles: An Interpretive Didactical Design Research

Muhibban,

Isnawan,

Aziz

2023

Polyhedron Int. J. Math. Educ.

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Lines and angles are quite important mathematical concepts. This is proven because lines and angles cannot be separated in life. However, lines and angles actually become a problem/obstacle in the classroom. The purpose of this research is to determine the description of students' learning obstacles in the material on lines and angles for class VIII MTs NW Pringgajurang, then a didactic design for learning lines and angles will be prepared. The research design used is didactical design research-interpretive. The participants in this research were Class VIII students at MTs NW Pringgajurang with an age range of 12 to 14 years. The researcher is the main instrument in this research, with several additional instruments such as tests for understanding lines and angles, student biodata, interview guides and didactic designs for lines and angles. The data analysis technique used in this research is thematic data analysis. This thematic analysis is used as a basic foundation for the analytical process in qualitative research, by paying attention to the results of the data collection carried out. The results of the research show that students experience learning obstacles with ontogenic psychological and ontogenic conceptual types. With this Android-based didactic design, it is hoped that it will be able to minimize barriers to students' learning on line and angle material at MTs NW Pringgajurang.

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“…The above problem is also supported by research conducted in mathematics classes at that time. They still think that mathematics is a frightening subject Kuncorowati et al, 2017), the teacher when delivering material is also unclear (Febriyanti et al, 2021;Shahbari & Daher, 2020), the teacher conveys material is too convoluted (Zulfa et al, 2019), learning is difficult, and learning is boring for students (Jailani et al, 2020;Lodge et al, 2018;Ozen Unal & Urun, 2021), so students often don't want to learn mathematics. avoid learning math, and create a frightening impression.…”

Section: Introductionmentioning

confidence: 99%

Students' Attitudes Towards Learning Mathematics: "Too Soft Attitudes-Very Difficult-Boring-In A Good Way"

Darmayanti,

Laila,

Khan

et al. 2023

IJLES

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Students' attitudes towards learning mathematics: "too soft attitudes-very difficult-bored-in a good way" is an expression that is described because of a problem. Difficulties in understanding mathematical concepts have an impact on poor problem-solving abilities, so it is important to know what causes students to make mistakes and difficulties in learning mathematics. The goal to be achieved through this research is to find learning problems, their causes, and how to overcome them in learning mathematics. The research method of this research is a qualitative research based on a phenomenological approach. This study was conducted at his MTs Darul Hikmah Kedungwaru in Tulungagung. The main data sources are students and teachers of mathematics. Sources of supporting data are the Head of MTs Darul Hikmah Kedungwaru and class teachers. Data collection techniques through observation and interviews. Data analysis techniques are data reduction, data presentation, and conclusion/validation. The results are as follows. (a) student problems: Lack of understanding of the material provided by the teacher, low student motivation to study, lazy to do homework regularly. (b) Educator's Problems: The teacher's inability to master the class, the teacher's inability to master the learning material. Efforts to overcome problems learning mathematics: (a) Efforts to Solve Student Problems: Strive to improve the learning environment Attempt to motivate students by providing suggestions to help them learn more actively Reward students with grades and praise for their learning Remind them to complete their homework (b) Efforts to solve educator problems, namely: Schools conduct assessments, summon teachers who are unable to attend class, and conduct teacher coaching and training, especially math teachers

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Sixth Grade Students’ Some Difficulties and Misconceptions on Angle Concept

Cited by 4 publications

References 19 publications

Predictive Eye Movements Characterize Active, Not Passive, Participation in the Collective Embodied Learning of a Scientific Concept

Predictive Eye Movements Characterize Active, Not Passive, Participation in the Collective Embodied Learning of a Scientific Concept

Android-based Didactical Design for Learning Lines and Angles: An Interpretive Didactical Design Research

Students' Attitudes Towards Learning Mathematics: "Too Soft Attitudes-Very Difficult-Boring-In A Good Way"

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