13 research outputs found

    PENELITIAN DAN PENGEMBANGAN MODUL PEMBELAJARAN GEOMETRI BERBASIS TEORI VAN HIELE

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    Tujuan dari penelitian dan pengembandan ini adalah untuk melakukan pengembangan modul geometri berdasarkan teori geometri terkemuka yaitu teori geometri van Hiele. Pengembangan dilakukan dengan mengambil topik segiempat di kelas VII sekolah Menengah Pertama (SMP). Tahap penelitian dan pengembangan yang digunakan adalah modifikasi dari metode Borg and Gall dan metode Plump. Tahap awal dilakukan dengan melakukan tes level berpikir geometri siswa yang menunjukkan hanya 22,6% siswa berada pada level berpikir geometri yang memadai yaitu level 2 deduksi informal, sedangkan sisanya masih berada pada level 1 dan level 0. Bahan ajar yang digunakan juga ternyata tidak membantu siswa dalam meningkatkan kemampuan berpikir geometrinya. Oleh karena itu disusunlah modul geometri menggunakan teori van Hiele agar sesuai dengan tahap perkembangan siswa. Modul dikembangkan dengan berbagai pengujian kontruk agar mendapatkan modul yang valid. Kemudian modul di ujikan pada tes eksperimen dengan uji statistik K-S. Modul efektif meningkatkan level berpikir geometri siswa sebanyak 48% siswa.

    Preservice Mathematics Teachers’ Understandings of The Class Inclusion Between Kite and Square

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    AbstractThe aim of this study is to examine the preservice mathematics teachers’ understanding of class inclusion between kites and squares with the framework of Van Hiele levels. This descriptive study was conducted with 5 sophomore preservice teachers in Turkey. When we look at all the responses to the questions in terms of Van Hiele geometry thinking levels, it can be said that only one preservice teacher understood class inclusion relations and most of the preservice teachers were not at the expected level

    PROBLEM-SOLVING PERFORMANCE AND MATHEMATICS ACHIEVEMENT: THE MEDIATING ROLE OF EYE TRACKING MEASUREMENTS

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    The purpose of the present study was to propose a model for mathematics achievement considering the mediating role of eye tracking measurements in the relationship between problem solving performance and mathematics achievement. In this sequential explanatory mixed method research design, a geometry test was conducted to 381 7th grade students. Their problem-solving process was recorded using eye tracking technology. Also, their mathematics achievement scores were acquired from their schools. Afterwards, semi-structured interviews were conducted to 15 students. Based on the results, it was observed that there was a positive relationship among problem-solving performance and mathematics achievement while eye tracking measurements were negatively correlated to problem solving performance and mathematics achievement. Qualitative findings also confirmed these results. Moreover, the hypothesized model could approximately express 22% of the variance on mathematics achievement

    Análise do impacto das Interface Gestuais em Softwares de Geometria Interativa no desempenho dos alunos

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    A interface é o principal mecanismo de interação entre os usuários e as funcionalidades do sistema. No contexto educacional, interfaces desenvolvidas de forma apropriada podem minimizar os esforços dos estudantes a aprender sobre as características da interface e direcionar sua atenção no aprendizado da geometria. Estudos indicam que interfaces que dispõe de vários elementos em tela podem prejudicar no processo de ensino-aprendizagem, em que o estudante pode sentir-se confuso em escolher qual funcionalidade deseja. Como proposta de solução deste problema, pesquisadores propõe o uso de interfaces gestuais, em que há redução do número de elementos em tela, fazendo com que os estudantes possam direcionar sua atenção ao aprendizado da geometria. Entretanto, não há estudos empíricos que evidenciam este benefício. Desta forma, este artigo apresenta os resultados de um experimento no qual investigou-se como a gestão da memória de trabalho e conhecimento em geometria pode influenciar no treinamento de usuários aprendendo a utilizar um software de geometria interativa por gestos. Os resultados experimentais não indicaram diferenças significativas entre os estudantes em relação aos escores obtidos nos testes

    Análise de Usabilidade de Sistemas de Geometria Interativa para Tablets

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    Em sistemas de geometria interativa (GI), a interface gráfica do usuário é um importante elemento, pois a visualização dos objetos geométricos e as informações apresentadas aos usuários colaboram para a compreensão dos conceitos estudados. Interfaces desenvolvidas sem o apoio de padrões de usabilidade e/ou de diretrizes pedagógicas podem contribuir para aumentar o repúdio dos estudantes e professores em perseverarem na utilização de tais sistemas. Este artigo apresenta os resultados da avaliação da usabilidade de três sistemas de GI, nos quais a interação é realizada por meio do toque/gestos. Os sistemas foram avaliados por cinco especialistas em Engenharia da Computação com conhecimentos em usabilidade e sistemas de geometria interativa. Utilizou-se técnicas de avaliação heurística para mapear problemas relacionados à usabilidade. Observou-se que o sistema que possui interação somente por meio de gestos, quando comparado com os demais, apresentou menos problemas. No final do artigo, são feitas considerações sobre importantes diretrizes que podem ser utilizadas no desenvolvimento de interfaces de sistemas de GI com interação por meio de toque/gestos

    Preservice Mathematics Teachers’ Personal Figural Concepts and Classifications About Quadrilaterals

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    The aim of this study was to determine preservice mathematics teachers’ personal figural concepts and hierarchical classifications about quadrilaterals and to investigate the relationships between them. The participants were 57 preservice primary mathematics teachers in their senior year at a state university in Turkey. The preservice mathematics teachers were administered a questionnaire that consisted of 13 questions extracted from studies on the descriptions and images of quadrilaterals, identification of quadrilateral families among given images, and identification and classification of the relationships between quadrilaterals. The results showed that the preservice mathematics teachers’ knowledge of quadrilaterals learnt at primary-secondary school level and prototypical images were dominant in their personal figural concepts. Also, the teachers didn’t use the hierarchical definitions of quadrilaterals and were not able to establish relationships among quadrilaterals due to the effect of prototypical images in choosing a family category among the given images. On the other hand, the majority of the participants gave correct answers to the questions about the dual relationships among quadrilaterals. The study concluded that although the preservice teachers possessed formal definitions of quadrilaterals, their prototypical images affected their personal figural concepts

    DESAIN DIDAKTIS KONSEP SEGIBANYAK UNTUK SISWA KELAS IV SEKOLAH DASAR

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    Geometri merupakan salah satu materi terpenting yang menjadi dasar dalam pembelajaran matematika, salah satu materi yang dipelajari dalam geometri di sekolah dasar adalah materi segibanyak. Pentingnya materi segibanyak bukan hanya dalam pembelajaran matematika saja, melainkan juga dalam kehidupan sehari-hari. Namun, di sisi lain, terlepas dari urgensi tersebut, materi segibanyak merupakan salah satu materi yang masih menimbulkan hambatan belajar bagi siswa. Beberapa penelitian menyebutkan bahwa hambatan belajar yang muncul pada materi segibanyak disebabkan karena kurangnya pemahaman siswa pada konsep segibanyak yang merupakan titik tolak dalam pembelajaran geometri. Untuk meminimalisir hambatan belajar siswa maka diperlukan suatu desain pembelajaran yang sesuai dengan kebutuhan dan karakteristik siswa. Oleh karena itu, penelitian ini bertujuan untuk menghasilkan desain didaktis rekomendasi dalam mengatasi hambatan belajar siswa pada konsep segibanyak di sekolah dasar. Metode penelitian yang digunakan yaitu penelitian kualitatif dengan pendekatan fenomenologi hermeunetik. Analisis data dilakukan sesuai dengan tiga tahapan pada DDR (Didactical Design Research) yaitu tahap prospektif, metapedadidaktik, dan retrospektif. Instrument yang digunakan terdiri dari tes diagnostik, pedoman wawancara, lembar observasi, studi dokumentasi, dan rekaman audio visual. Partisipan yang terlibat dalam penelitian ini terdiri dari 3 orang guru dan 52 orang siswa di dua Sekolah Dasar Negeri di kota Bandung. Berdasarkan hasil temuan menunjukkan bahwa hambatan belajar yang dialami siswa terdiri dari hambatan didaktis, epistemologis, dan ontogenik. Setelah implementasi desain hipotetik, maka terdapat beberapa revisi sebagai penyempurnaan terhadap desain didaktis rekomendasi, terutama pada pengembangan antisipasi didaktis pedagogis dan pada antisipasi respon siswa. Geometry is one of the most important materials that form the basis of learning mathematics, one of the materials studied in geometry in elementary schools is polygon material. The importance of polygonal material is not only in learning mathematics but also in everyday life. However, on the other hand, apart from this urgency, multifaceted material is one of the materials that still creates learning obstacles for students. Several studies state that learning barriers that arise in polygon material are caused by students' lack of understanding of the polygon concept which is the starting point in learning geometry. To minimize student learning barriers, we need a learning design that suits the needs and characteristics of students. Therefore, this study aims to produce a recommended didactic design for overcoming student learning obstacles to the concept of polygons in elementary schools. The research method used is qualitative research with a hermeneutic phenomenological approach. Data analysis was carried out according to three stages in DDR (Didactical Design Research), namely the prospective, metapedidactic, and retrospective stages. The instruments used consisted of diagnostic tests, interview guides, observation sheets, documentation studies, and audio-visual recordings. The participants involved in this study consisted of 3 teachers and 52 students at two public elementary schools in Bandung. Based on the findings, shows that the learning obstacles experienced by students consist of didactical, epistemological, and ontogenic obstacles. After the implementation of the hypothetical design, there were several revisions as improvements to the recommended didactic design, especially in the development of pedagogical didactic anticipation and in anticipating student responses

    Fostering a student's abstraction of the relationship between parallelogram and trapezoid within quadrilateral hierarchy

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    This article provides an analysis of a data set coming from a two-phase qualitative study that focused on fostering primary students’ abstraction of interrelations among quadrilaterals (squares, rectangles, parallelograms, rhombuses, trapezoids). The pilot study consisted of work with eight primary students operating at van Hiele level 2 (e.g., understanding quadrilaterals without interrelations). We benefitted from the teaching experiment methodology to develop a task sequence applied in a dynamic geometry environment and a paper-pencil environment to help each participant develop quadrilateral hierarchy at van Hiele level 3 (e.g., understanding quadrilaterals with their interrelations). The main study used a case study approach to investigate two primary students’ progress (Efe and Ayla, age 10). After the pre-interviews, each participant was taught the developed task sequence individually during seven up-to-one-hour teaching sessions, followed by a post-interview. This article only details Efe’s case as he worked on developing the relationship between parallelogram and trapezoid. We analyzed Efe’s data (from the pre-interview, Teaching Session-7, and the post-interview) to describe how the different parts of the task sequence fostered his abstraction of the interrelation between parallelogram and trapezoid as he moved from van Hiele Level 2 to 3. This article provides initial evidence for the classification process

    Pre-Service Mathematics Teachers’ Understanding of Quadrilaterals and the Internal Relationships between Quadrilaterals: The Case of Parallelograms

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    This study attempts to reveal pre-service teachers’ conceptions, definitions, and understanding of quadrilaterals and their internal relationships in terms of personal and formal figural concepts via case of the parallelograms. To collect data, an open-ended question was addressed to 27 pre-service mathematics teachers, and clinical interviews were conducted with them. The factors influential on pre-service teachers’ definitions of parallelograms and conceptions regarding internal relationships between quadrilaterals were analyzed. The strongest result involved definitions based on prototype figures and partially seeing internal relationships between quadrilaterals via these definitions. As a different result from what is reported in the literature, it was found that the fact that rectangle remains as a special case of parallelogram in pre-service teachers’ figural concepts leads them not to adopt the hierarchical relationship. The findings suggested that learners were likely to recognize quadrilaterals by a special case of them and prototypical figures, even though they knew the formal definition in general. This led learners to have difficulty in understanding the inclusion relations of quadrilaterals
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