International perspectives on the teaching and learning of geometry in secondary schools

Horsman, Rachael

doi:10.1080/14794802.2018.1531055

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Some of the reasons for including geometry in the mathematics curriculum and teaching in schools are helping students to think visually, helps in solving problems in other mathematics-related fields, helps students who experience abstraction problems and that the world is built by form and space (Petrus et al, 2017). In many countries globally, the objective of including geometry in the school curricula is to enable students to develop skills of problem-solving, visualisation, intuition, critical thinking, perspective, conjecturing, logical argumentation, deductive reasoning as well as the ability to produce proof (Jones & Tzekaki, 2016;Kuzniak, 2018;Horsman, 2019). In addition, the purpose of teaching geometry in schools is that students can use visualization; have spatial abilities as well as geometry modelling skills to solve problems (NCTM, 2000).…”

Section: Introductionmentioning

confidence: 99%

Technology integration in geometry teaching and learning

Sunzuma

2023

LUMAT

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Technology advancement provides an opportunity for helping both teachers and students to solve and improve mathematics teaching and learning performances. This systematic review aims to add to the discussion through a comprehensive overview of the integration of digital technologies into the teaching and learning of geometry at the secondary school level. A systematic literature review was conducted following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, with a focus on publication trends, types of technologies used, types of contributions, learning domains and research methods. Twenty-nine articles published between 2010 and 2022 were searched from the ERIC database. The findings showed that the majority of the articles were published in 2015 and the technologies that were used were GeoGebra, augmented reality, computer animation package, video-based cooperative, graphing calculator, micromedia flash, Powtoon animation, learning management system, interactive whiteboard, digital simulations-applets, iPads and tablet. Most of the reviewed articles focused on the effectiveness of the technologies in geometry teaching and learning. The findings indicated that the majority of the reviewed articles used quantitative research methods followed by qualitative methods studies. It is suggested that other studies be conducted with other databases and focus on challenges of integrating technology into the teaching and learning of geometry.

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Section: Introductionmentioning

confidence: 99%

Technology integration in geometry teaching and learning

Sunzuma

2023

LUMAT

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“…It requires an insightful thinking process effectively [2]. Geometry is important because the concept is connected to the environment and everyday life [3], [4]. The results showed that working on geometric questions still became a problem for learners.…”

Section: Introductionmentioning

confidence: 99%

The spatial thinking process of the field-dependent students in reconstructing the geometrical concept

Bintoro

Sukestiyarno²,

Mulyono³

et al. 2022

IJERE

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<p><span lang="EN-US">Reconstructing geometrical concepts requires a spatial thinking process, so the spatial thinking process will be correct and complete. The phenomena of cognitive style differences cause different perceptions and thinking activities to solve geometric problems. This qualitative-explorative research describes the spatial thinking process of students with field-dependent cognitive styles in reconstructing the concept of spatial geometry based on the theory of Action-Process-Object-Schema (APOS). The research subjects were 27 students and obtained five students with field-dependent cognitive styles. The researchers used a purposive sampling technique from the subjects with a certain consideration. The researchers selected a student that met the three elements of spatial thinking and the five indicators of spatial ability. This research collected the data with interviews, documentation, and group embedded figure test (GEFT). The analyzing techniques used data collection, data reduction, data presentation, and concluding. The spatial thinking process of the field-dependent students had a spatial category with three indications: i) Inaccuracy in the elements of representational thinking; ii) The inaccuracy of spatial perception indicators; and iii) Not using de-encapsulation mental mechanisms.</span></p>

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“…They report no statistical significance between these two types of resource indicating that free OER could replace commercial resources in ways that might enable the reallocation of funding resources to improve teaching effectiveness. These research articles are complemented by reviews of two recent books; International perspectives in the teaching and learning of geometry in secondary schools (Horsman, 2019) and Mathematics lesson study around the world (Lewis, 2019), together with the announcements of the Janet Duffin Award for 2016 and for 2017, and the abstracts of research papers presented at the BSRLM Conference held at King's College, London, on Saturday 10 November 2019.…”

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confidence: 99%

Marking 21 years of Research in Mathematics Education

Jones

Black

Coles

2019

Research in Mathematics Education

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This issue of Research in Mathematics Education (RME) marks a special point in the history of the journal. As incoming editors (beginning with volume 20), it is our honour to introduce volume 21 to celebrate 21 years of RME. As noted by the editors of volume 10 (Rowland & Nardi, 2008a), RME, an international journal with the explicit aim of being informative and relevant to researchers in the field worldwide , is the official journal of the British Society for Research into Learning Mathematics (BSRLM). Volume 10 coincided with the thirtieth anniversary of the formation of the British Society for the Psychology of Learning Mathematics (BSPLM), renamed BSRLM in 1985. The BSRLM spirit is at the heart of RME. Indeed, the editor of volume 1 (Brown, 1999, p. ii) of the journal wrote about being "excited by the ideas represented [in the first issue] and therefore discussed within the community of researchers and teachers which is BSRLM". Likewise, the editors of volume 3 (Jones & Morgan, 2001, p. 3) drew attention to how the articles display interest in "a broad range of issues in mathematics education, making use of different theoretical frameworks and methodologies and including both reports of empirical studies and more theoretical contributions". The early editions of the journal were published as single volumes (in effect, double issues). This changed with volume 10 when a pattern of two issues per year commenced. Two years later, in 2010, the journal editors (Nardi & Rowland, 2010) announced the journal's growth to three issues per year, beginning with Volume 13. This established a pattern whereby Issues 1 and 3 of each volume are 'regular' issues and Issue 2 is a 'Special Issue' (SI) with guest editors. The first SI was entitled Deepening engagement in mathematics in pre-university education, with its introductory article (Wake, 2011) explaining how the SI reported on the outcomes of the TLRP project, a major funded UK research project (see: www.transmaths.org). Subsequent Special Issues, to date, have been entitled European research in mathematics education

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International perspectives on the teaching and learning of geometry in secondary schools

Cited by 3 publications

References 2 publications

Technology integration in geometry teaching and learning

Technology integration in geometry teaching and learning

The spatial thinking process of the field-dependent students in reconstructing the geometrical concept

Marking 21 years of Research in Mathematics Education

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