Use of theories and models in geometry education research: A critical review

Sharma, Shweta

doi:10.15663/wje.v24i1.644

Cited by 3 publications

(5 citation statements)

References 32 publications

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“…Therefore, one of the problems with this finding is because there are concepts that are not involved in the abstraction process. On the other hand, this case also sheds light on the terms that quotes by Sharma (2019) as a prototypical figural concept in students' understanding of the prism, that is students do not recognize the cube as a special representation of prism even though they are familiar with the conceptual nature of the prism.…”

Section: Abstracting For Relationship Between Propertiesmentioning

confidence: 88%

“…Rahayu and Alghadari (2019) calls it a subjective concept identity and not the same as universally agreed-upon ideas. In fact, the conceptual aspect guarantees the accuracy and logical consistency of the operation (Sharma, 2019). In contrast to many students who construct a rectangular prism model.…”

Section: Abstraction Thinking For Actualizing Conceptmentioning

confidence: 99%

“…Design a cube model in accordance with the defined concept is hat should fulfill both figural and conceptual aspects. The geometric figure is conceptualized in a symbiotic relationship between these two aspects, figural and conceptual (Fischbein, 1993;Mariotti, 1995;Sharma, 2019). However, in the abstraction process, there are students who are not suitable in putting down the defined concept.…”

Section: Abstraction Thinking For Actualizing Conceptmentioning

confidence: 99%

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

Noor

Alghadari

2021

International Journal of Educational Studies in Mathematics

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The purpose of studying geometry is for the development of student thinking, able to abstract and reason, against concepts in the object. Note on some study results that the combination of the student's conceptualization process and knowledge of geometry are a source of barriers to their learning. This study aims to investigate how students actualize their geometry knowledge for the development of thinking to the level of abstraction. Investigations on input, internal processing, and output. This study was conducted on high school students use questions regarding object and product of thought in geometry thinking at analysis and abstraction level. Based on study findings, students actualize their knowledge through figural aspects then developed into the conceptual aspect, and the two aspects are integrated with the relationship between properties. There is a mathematical connection to the integration process. However, because most students' understanding of geometry knowledge is still prototypical figural concepts, so there is an interaction issue between figural and conceptual aspects, namely the validity of relationship between properties. Therefore, students learn geometry in order to investigate the connections between objects and properties as a whole.

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Section: Abstracting For Relationship Between Propertiesmentioning

confidence: 88%

Section: Abstraction Thinking For Actualizing Conceptmentioning

confidence: 99%

Section: Abstraction Thinking For Actualizing Conceptmentioning

confidence: 99%

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

Noor

Alghadari

2021

International Journal of Educational Studies in Mathematics

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“…Nonetheless, demonstrating knowledge using an actual didactic instrument enables visually grasping the spatial context provided by a threedimensional model. In turn, it favors a better understanding between what is observed in the model and what was algebraically estimated (Sharma, 2019).…”

Section: Introductionmentioning

confidence: 96%

Didactic tool for experimental demonstration with ‘Gigante’ forage cactus pear

Guimarães¹,

Donato²,

Aspiazú³

et al. 2020

J. Edu. Res. Rev.

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To make scientific knowledge easier to grasp, interpret and understand, the researcher must make an effort using didactic resources and innovative tools to meet the purposes of research. The art of representing the scientific knowledge as an alternative to the traditional model renders the pedagogical process more efficient. This work aimed to present a model representing the optimum experimental plot size for 'Gigante' forage cactus pear, defined using the linear response plateau method, by an in vivo model with the species Opuntia brasiliensis. We developed a model with 28 basic units arranged in a 4 × 7 grid of which ten basic units are plants for measurements arranged in a 2 × 5 grid or 40 cm 2 with the species Opuntia brasiliensis. The in vivo model scale, 1:10, represents a ten basic unit optimum plot size (40 cm 2 ), which in the field corresponds to 4 m 2 of the forage crop. Using the experimental model as a didactic and strategic resource was successful in improving the practical understanding of agronomic concepts; therefore, the in vivo model may be developed not only for thesis qualification and defense, but also for any teaching, research and extension environment as an innovative tool.

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“…The van Hiele level of geometric thinking indicated that the students at secondary level are in 'formal deduction' level -3. They can apply logical arguments to solve problems and apply the properties of geometric figures to construct (Sharma, 2019). They can construct more complex geometric figures with given conditions and use deductive reasoning to explain why their constructions are valid.…”

Section: Introductionmentioning

confidence: 99%

Learning Difficulties of Ethnic Minority Students for Construction in Geometry

Sapkota

2023

Res. J.

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This paper reports the findings of a study that explored the learning difficulties of ethnic students for construction in geometry and analyzed the views and experiences of the students in practicing construction of geometrical figures like triangle and parallelogram with comparing the area of quadrilateral. This study was based on phenomenological research design on exploring the views and experiences of four ethnic minority students. Unstructured interview was used as the main tool for deriving the data from the participants. The collected data were analyzed and interpreted using thematic approach. The results indicated that the students felt conceptual complexity for the learning of geometry. It was found that students had such difficulties due to their irregularity in the geometry classes, teacher’s biasness to the below average students, shyness to ask questions to the teachers and emphasis on culturally privileged students over the minority group of students. Moreover, the ethnic minority students have their own problems as they miss their classes because of socio-economic status of their family and they are confined to their household works. Thus, the study implies that the conceptual complexity and socio-cultural reflection in classroom should be addressed in teaching geometry to the ethnic minority students.

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Use of theories and models in geometry education research: A critical review

Cited by 3 publications

References 32 publications

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

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

Didactic tool for experimental demonstration with ‘Gigante’ forage cactus pear

Learning Difficulties of Ethnic Minority Students for Construction in Geometry

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