Geometric thinking level of the Indonesian seventh grade students of junior high school

Prayito, Muhammad; Suryadi, Didi; Mulyana, Edi Hendri

doi:10.1088/1742-6596/1188/1/012036

Cited by 8 publications

(4 citation statements)

References 5 publications

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“…Research in geometry and geometric thinking includes van Hiele's level of thinking (Prayito, Suryadi, and Mulyana, 2019;Skrbec and Cadez, 2015); and ways of increasing students' performance in geometry using various instructional approaches (Altakhyneh, 2018). A recent trend in mathematics instructional approaches is to teach mathematics through problem posing (Cai and Hwang, 2021).…”

Section: Problem-posing and Mathematical Thinkingmentioning

confidence: 99%

Students’ understanding of a geometric theorem: A case of grade 9 problem posing

Patac

Patac²,

Crispo³

2022

J. Res. Adv. Math. Educ

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Teaching axiomatic representation of mathematical objects in all grades can and should be done. The paper analyzes students' understanding and how they perceive theorems using problem posing. We looked at how English-language learners create questions about four geometric theorems from a 9th-grade math textbook. The analysis looks at the question's distinctiveness, its elements' relationships, and sentence structure flaws. These lines, angle, and triangle theorems were chosen to exemplify problem scenarios when a theorem is conveyed in words but not explicitly symbolized. The difficulty of posing mathematically relevant problems stems from the required process of simultaneously changing the theorem language, home language, and formal mathematics language. In Van Hiele's methodology, the pupils' issues aren't classified as a formal or informal deduction. Questions either deduce from a formal system or emphasize theorems. Mastering the required representation registers can assist students in posing problems that reflect, at the very least, at the formal deduction level. The absence of symbolic representation increases the difficulty in posing original problems involving geometric theorems. As a result, how problems are made, especially how they are written, shows how well students understand math through problem-posing.

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Section: Problem-posing and Mathematical Thinkingmentioning

confidence: 99%

Students’ understanding of a geometric theorem: A case of grade 9 problem posing

Patac

Patac²,

Crispo³

2022

J. Res. Adv. Math. Educ

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“…Research has been carried out in various countries, including Turkey [15,18], the Czech Republic [19], South Africa [20], Ghana [21], Malaysia [9,[22][23][24][25]resulted in the conclusion that students have low Geometry performance. Indonesian pupils likewise struggle with the same low performance in geometry learning that is faced by students around the world [3,6,13,18,[26][27][28].…”

Section: Introductionmentioning

confidence: 99%

Profile of Students’ Geometric Thinking Ability in Terms of Van Hiele Level

Mawarsari¹,

Waluya²,

Dewi³

2023

Advances in Social Science, Education and Humanities Research

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The ability to think geometrically is very important to be improved in students at all levels of school, from an early age to college. In the ability to think geometry, there is a level which of course an individual will have according to age level and school level. This includes universities, where students who can think abstractly and logically will be at level 3 (informal deduction) or 4 (rigor). But of course, it is necessary to study more deeply the characteristics at each level of thinking possessed by students. Given this need, the purpose of this study is to determine the profile of students' geometric thinking abilities based on Leve Van Hiele. This research is a qualitative descriptive study by describing the ability to think geometry based on the van Hiele level. The research sample is the 3rdsemester students of the mathematics education study program at one of the private universities in Semarang who have received the spatial geometry course. Data were obtained from van Hiele-level evaluation tests, observations, and interviews. The results showed that the ability to think geometrically is level 4, requires time to think about how to solve the problem of proof, needs to dig deeper and recall the concepts involved in solving it. The ability to think at level 3, students actually solve it in a different way. The ability to think at level 2, students can complete a good process and use the concepts they already have and interviews. The results showed that the ability to think geometrically level 4, requires time to think about how to solve the problem of proof, and needs to dig deeper and recall the concepts involved in solving it. The ability to think at level 3, students actually solve it in a different way. The ability to think at level 2, students can complete a good process and use the concepts they already have and interviews. The results showed that the ability to think geometrically level 4, requires time to think about how to solve the problem of proof, and needs to dig deeper and recall the concepts involved in solving it. The ability to think at level 3, students actually solve it in a different way. The ability to think at level 2, students can complete it a good process and use the concepts they already have.

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“…Mathematical lateral thinking problems are problems that are able to provide a leap of thought for students, provide various alternative answers, provide answers that are unusual, and trigger the use of random ideas to generate new ideas (E De Bono, 2014). Geometry is one of the junior high school math topics that is considered difficult and the majority of students are in the prelevel category (Chen et al, 2021;Prayito et al, 2019). Geometry learning is very important because it can be applied more widely to various scientific fields and various subjects in everyday life and is a significant predictor of showing creativity (Adnan et al, 2019;Schoevers et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Lateral Thinking Obstacles in Solving Geometric Problems Based on Brain Dominance

Shodiq

Juniati

Susanah

2022

AJPM

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Creative thinking was characterized by the emergence of new ideas which was an important skill for students. Lateral thinking was one way to grow new ideas. Generally, related research was carried out to see the thinking process and its level only with the results of the majority of low levels (especially in geometry problems), so further research was needed to find out what were the obstacles. This study aims to find mathematical lateral thinking barriers based on brain dominance. This research was a qualitative research with a case study approach. The instruments were a brain dominance test, creativity questions, and geometry questions for lateral thinking. Triangulation of data collection techniques was carried out To ensure data validity. Obtained two main subjects LCS and RCS. Analysis of subjects' answers, interview and observations transcripts were carried out by coding the inhibiting factors then analyzed by Toulmin's arguments analysis. We findings that left-brain dominant student experience ontogenic barriers in finding something new caused bounded by concepts and right-brain dominant student experience epistemological barriers in finding different ways cause bounded by context. Further research was needed with students who have high mathematical abilities and creativity to find out how to overcome lateral thinking obstacles.

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Geometric thinking level of the Indonesian seventh grade students of junior high school

Cited by 8 publications

References 5 publications

Students’ understanding of a geometric theorem: A case of grade 9 problem posing

Students’ understanding of a geometric theorem: A case of grade 9 problem posing

Profile of Students’ Geometric Thinking Ability in Terms of Van Hiele Level

Mathematical Lateral Thinking Obstacles in Solving Geometric Problems Based on Brain Dominance

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