Teaching Geometry to Cultivate Reflective Thinking

Ulmer, Gilbert

doi:10.1080/00220973.1939.11010143

Cited by 13 publications

(2 citation statements)

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“…In the study of geometry, some researchers (Patronis, 1990) offer work with models as a means of developing reflective thinking. In other studies, for example, (Ulmer, 2015), on the contrary, situations requiring reflective thinking are used to transfer of reasoning ability from subject matter fields to more general fields, and also to improve the quality thinking by making use of the opportunity offered in geometry to study principles of reflective thinking. Many applications of reflective thinking (Ulmer, 2015, p.13) were considered in both geometric and non-geometric situations.…”

Section: Literature Reviewmentioning

confidence: 99%

Reflective Abilities of Students: Ways and Means of Development While Studying Geometry

Podkhodova

Fefilova²,

Mikusheva³

2020

SIE

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A reflective ability as an ability to comprehend one’s experience, knowledge, evaluations is a psychological condition of thinking activity. But in researches, reflection is mainly considered as an indicator of a high level of thinking, creativity, the ability to analyze, types of reflection are not distinguished. For teaching mathematics, the development of intellectual reflection is especially important. In our study, the problem of the development of intellectual reflection is identified as an independent one. As a means of its development, we proposed geometric "many-valued" problems in which a situation of choice is organized. Three levels of development of reflective abilities in teaching geometry, in accordance with certain types of reflection are distinguished. The purpose of the study is to find out whether the level of development of students' reflection will change if "many-valued" problems are used in geometry. Is there a correlation of the manifestation of reflection on the geometric content and the content of another object? The experiment involved 375 students. The Pearson criterion was used in processing the results. The inclusion of "many-valued" problems in teaching geometry showed an increase in the level of formation of reflective skills of students and the transfer of these skills to another subject.

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Section: Literature Reviewmentioning

confidence: 99%

Reflective Abilities of Students: Ways and Means of Development While Studying Geometry

Podkhodova

Fefilova²,

Mikusheva³

2020

SIE

View full text Add to dashboard Cite

show abstract

“…Investigations [40,41,42,43,44] into the transfer effect of proficiency in math and science upon judgments in the social sciences and the humanities showed no evidence for the transfer of logicality from the prior fields to the latter [45] .…”

Section: On Critical Thinking and Creativitymentioning

confidence: 99%