Use of Diagrams as Instructional Aids in Teaching of Geometrical Concepts at Secondary School Level (original) (raw)

The mistakes and the misconceptions of the eighth grade students on the subject of angles

The purpose of this study was to determine the learning levels, mistakes, and misconceptions of the 8 th grade students on the subject of " angles in geometry " as well as the possible reasons for these situations. Research sample consisted of 30 students attending the 8 th grade of a middle school located in the central district of a northern province of Turkey during the 2012 – 2013 academic year. 4 open-ended questions were used in this study. Firstly, the answers given were divided into two: correct and incorrect. Then, incorrect answers were split into sub-categories and tabulated. According to the results of the study, (1) students paid attention to the physical appearances of geometric figures alone without taking into consideration their geometric properties; (2) although they detected some geometric properties of figures, they failed to associate these properties with other knowledge required for solution; (3) they generalized a property that was valid for only a specific condition over different situations; (4) and they did not fully comprehend the concept of parallelism on the subject of angles.

A Study on 5th Grade Students’ Achievement Levels and Misconceptions in the Concept of Angle

The International Journal of Progressive Education, 2021

This study aims to reveal fifth grade students’ achievement levels in the angles sublearning area and to examine their errors in the subject of angles. The study was designed as a survey, and the study group included a total of 254 fifth grade students attending school in central Nevsehir and in Askale, Erzurum. Data were collected via the “Angle Concept Level Identification Test”. Students’ achievement levels in the subject of angles were determined by using frequencies and percentages, and qualitative data were analyzed through descriptive and content analysis. The findings showed that the students performed best in naming angles, while merely half or approximately half of them achieved the objectives regarding angle type, measurement and drawing. Also, student errors from most to least frequent could be ordered as follows: angle measurement, angle drawing, reading the angle on the measurement tool, angle definition and angle type. Considering that the concept of angle lies at the...

Exploration of Students’ Understanding of Geometry Concepts

Jurnal Penelitian Ilmu Pendidikan

This article contains an exploration of conceptual understanding in geometry lectures in the Elementary School Teacher Education Study Program, Cokroaminoto Palopo University, Odd Semester, Academic Year 2020/2021. This research was conducted through a qualitative approach with the aim of explaining the details of the relationship between concepts in detail and recommending appropriate learning in problem solving. Data were collected using observation, documentation, and written tests. The three techniques are elaborated with the aim of analyzing the concepts and problem-solving patterns of the students' final semester test results. The results of the study explain several findings, namely, Teaching geometry should begin with the process of identifying the important concepts that build up a particular problem. These concepts are then analyzed and linked to one another to form a network. The concept network is then represented in an image/visual display. Through this visual displ...

Using Interactive Charts in a Demonstration Lesson to Help Learners of Colleges of Education Teach Measurement of Angle Properties of Parallel Lines in Basic Schools

2020

The main objective of the study was to examine the efficacy of using interactive charts in a demonstration lesson to equip second year learners of both Foso College of Education and Accra College of Education with practical ways of teaching aspects of mathematics to learners in their placement schools. The topic chosen for the demonstration was measuring angle properties of parallel lines. All second year mathematics major learners in both schools were used for the study. The sample was made up of 4 ladies representing11% and 32 gentlemen representing 89% in Foso College of Education and 12 girls representing 23% and 40 gentlemen representing 77% in Accra College of Education. The data was presented using descriptive statistics. The authors, meeting at a subject based workshop seemed to have the same challenges with their elective mathematics learners in their respective schools and decided to pair and work out strategies to unearth their learners’ creative potentials to teach mathe...

An Examination of Pre-service Secondary Mathematics Teachers’ Conceptions of Angles

The concept of angles is one of the foundational concepts to develop of geometric knowledge, but it remains a difficult concept for students and teachers to grasp. Exiting studies claimed that students’ difficulties in learning of the concept of angles are based on learning of the multiple definitions of an angle, describing angles measuring the size of angles, and conceiving different types of angles such as 0-line angles, 1- line angles, and 2-line angles. This study was designed to gain better insight into pre-service secondary mathematics teachers’ (PSMTs) mental constructions of the concept of angles from the perspective of Action-Process-Object-Schema (APOS) learning theory. The study also explains what kind of mental constructions of angles is needed in the right triangle context. The four PSMTs were chosen from two courses at a large public university in the Midwest United States. Using Clements’ (2000) clinical interview methodology, this study utilized three explanatory interviews to gather evidence of PSMTs’ mental constructions of angles and angle measurement. All of the interview data was analyzed using the APOS framework. Consistent with the existing studies, it was found that all PSMTs had a schema for 2-line angles and angle measurement. PSMTs were also less flexible on constructions of 1-line and 0-line angles and angle measurement as it applied to these angles. Additionally, it was also found that although PSMTs do not have a full schema regarding 0-line and 1-line angles and angle measurement, their mental constructions of 1-line and 0-line angles and angle measurement were not required in right triangles, and the schema level for 2-line angles was sufficient for constructions of right triangle context.

Students’ Geometric Thinking on Triangles: Much Improvement is Needed

Infinity Journal, 2021

A look into students’ misconceptions help explain the very low geometric thinking and may assist teachers in correcting errors to aid students in reaching a higher van Hiele geometric thinking level. In this study, students’ geometric thinking was described using the van Hiele levels and misconceptions on triangles. Participants (N=30) were Grade 9 students in the Philippines. More than half of the participants were in the van Hiele’s visualization level. Most students had imprecise use of terminologies. A few had misconceptions on class inclusion, especially when considering isosceles right triangles and obtuse triangles. Very few students correctly recognized the famous Pythagorean Theorem. Implications for more effective geometry teaching are considered.