The construction and validation of a geometric reasoning test item to support the development of learning progression

Experimento de enseñanza como una aproximación metodológica a la investigación en Educación Matemática

“…Dicho experimento tiene como objetivo caracterizar trayectorias de aprendizaje del concepto de polígono en estudiantes de educación primaria. Las trayectorias de aprendizaje están compuestas por descriptores de la manera de pensar de los estudiantes cada vez más sofisticadas, condicionadas por la enseñanza y los tipos de tareas propuestas (Battista, 2011;Clements & Sarama, 2004;Seah & Horne 2019;Simon, 1995). El análisis de las producciones de los estudiantes permite comprobar las hipótesis que justifican el diseño de las tareas.…”

Case of Actualizing Geometry Knowledge in Abstraction Thinking Level for Constructing a Figure

“…Learning geometry as a training room for thinking ability by processing geometric concepts and facts through conceptualization and organization phases. Geometry studies concrete objects to abstract concepts (Silfverberg, 2019;Seah and Horne, 2019). Concrete objects are objects which the senses embrace through their representational visualization.…”

“…Concrete objects are objects which the senses embrace through their representational visualization. Visual representations are useful as portraits of objects for introduction conceptions to geometry learning objectives like abstracting and reasoning (Seah and Horne, 2019;Abdullah and Zakaria, 2013;Fitriyani, Widodo and Hendroanto, 2018). However, the problem in learning geometry are factors that have been researched extensively (Giannakopoulos, 2017;Fujita et al, 2017).…”

“…However, the problem in learning geometry are factors that have been researched extensively (Giannakopoulos, 2017;Fujita et al, 2017). Critical issues of students' geometry thinking are noticeably global along to cross the boundaries of educational practices and curriculum (Tan, Tarmizi, Yunus and Ayub, 2015;Seah and Horne, 2019;Abdullah and Zakaria, 2013).…”

“…Accurate measurement about students is capable to do, the knowledge and conceptual processes they need to move increase. It is important to design because students don't think based on the curriculum but through learning trajectories (Widodo et al, 2020;Seah and Horne, 2019;Tall, 2004a,b). Several issues on students' geometry ability, especially on the conceptualization process, has been detailed by the consideration for mapping learners' thinking in relevant concept with this study purpose.…”