Mathematical reasoning in geometry learning using Information and Communication Technology (ICT)

Cesaria, Anna; Tolle, Herman

doi:10.1088/1742-6596/1157/4/042101

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…The findings of the study revealed that the geometric reasoning of PSMTs who taught geometry using the TGIBL approach outperformed both PSMTs who taught using the GIBL and conventional methods of instruction. This study is consistent with previous research findings of Cesaria and Herman (2019), Donevska-Todorova (2015), Idris (2009), Murni and Jehadus (2019), Salifu (2020), Tezer and Cumhur (2017), and Yusuf and Afolabi (2010) in which learners taught using computer-based instruction attained higher reasoning abilities when compared with those taught using non-computer-based instruction. With technology's (e.g., GSP) integration into the teaching and learning of geometry, the activities allowed PSMTs to explore, investigate, discover, reflect, and visualize the geometrical concepts so that they could generate reasoning abilities (Idris, 2009).…”

Section: Discussionsupporting

confidence: 92%

Pre-service mathematics teachers’ geometric reasoning skills with technology-integrated guided inquiry approach

2023

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This study was intended to examine the progress of the geometric reasoning skills of pre-service mathematics teachers (PSMTs) in the College of Teacher Education, Oromiya, Ethiopia. In the study, there were three different classes: EG1 (n=48), EG2 (n=38), and CG (n=30), where PSMTs in EG1 were treated with technology into guided inquiry-based learning (TGIBL), EG2 with guided inquiry-based learning (GIBL), and CG with a conventional learning approach. A geometric reasoning test was used to collect data. The data were analyzed using a one-way ANOVA and a paired sample t-test. The findings showed that the effect of using the GIBL model assisted by technology was higher when compared to the other two models. On the other hand, a paired t-test showed significant mean gains in reasoning skills in the TGIBL and GIBL approaches. Hence, technology must be integrated into teaching and learning geometry at CTEs to promote PSMTs’ geometric reasoning skills.

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Section: Discussionsupporting

confidence: 92%

Pre-service mathematics teachers’ geometric reasoning skills with technology-integrated guided inquiry approach

2023

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“…Interview, collaboration, and group work also contributed to improving the students' skills to think and reason mathematically with the principle of resonance in thinking. Research by Gunhan (2014), Hudson et al (2015), Decy et al ( 2018), Cesaria and Herman (2019) and Kovacevic (2019) also had relevant results.…”

Section: Discussionmentioning

confidence: 83%

“…Additionally, it is impossible not to mention the role of teachers in realizing these educational goals. According to Cesaria and Herman (2019), students' ability to reason mathematically is impulsed through activities and depends on the teacher's creativity in the learning process. Research by Hudson et al (2015) conducted with primary school teachers indicated teachers' confidence, competencies, attitudes, and beliefs about mathematics and teachers' expectations and experiences impulse students' mathematical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Impulsing the Development of Students' Competency Related to Mathematical Thinking and Reasoning through Teaching Straight-Line Equations

Uyen

Ngan

Thao

et al. 2021

IJLTER

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The research was carried out to develop students' ability to think and reason mathematically by teaching straight-line equations in a plane. Accordingly, teaching activities were designed according to five learning stages, which were integrated with mathematical thinking levels according to Van Hiele's model. Simultaneously, the learners' mathematical thinking and reasoning competencies were assessed according to the competency requirements specified in the Mathematics General Education Program and the levels of Van Hiele's model, the above three aspects of knowledge, skills and attitudes. The experiment involved 84 students in class 10, 44 of whom were in the experimental group, and 40 were in the control group. The research results showed that students in the experimental group achieved higher mathematical thinking and reasoning skills. Specifically, the two groups had equivalent results for the level of visualization and analysis. However, at the informal deduction and formal deduction and rigor levels, the ranking results of the two groups had a clear difference. The study group observations and students' opinion surveys also revealed that learning stages were designed according to Van Hiele's model and thought-provoking measures and visual images and language contributed to students' interest in learning and positive thinking.

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How to improve critical thinking skills and spatial reasoning with augmented reality in mathematics learning?

Anggraini

Setyaningrum

Retnawati

et al. 2020

J. Phys.: Conf. Ser.

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Critical thinking skills and spatial reasoning are important aspect in human life. On the other hand, currently, implementing augmented reality in many fields be a trend, including in education field. This study aims to explain how to improve critical thinking skills and spatial reasoning with augmented reality in mathematics learning. The method used in this research is literature review. The data obtained from scientific journals, conference proceedings, and other relevant sources. The results show that to improve spatial reasoning can be done by utilizing its features that can develop confidence of learners, facilitate student-centered learning, create problem solving, and create interactive learning. Besides that, spatial reasoning can be improved by designing dynamic objects with AR. Dynamic objects permit learners to view objects from different sides. Therefore, active learning can be promoted.

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Mathematical reasoning in geometry learning using Information and Communication Technology (ICT)

Cited by 4 publications

References 2 publications

Pre-service mathematics teachers’ geometric reasoning skills with technology-integrated guided inquiry approach

Pre-service mathematics teachers’ geometric reasoning skills with technology-integrated guided inquiry approach

Impulsing the Development of Students' Competency Related to Mathematical Thinking and Reasoning through Teaching Straight-Line Equations

How to improve critical thinking skills and spatial reasoning with augmented reality in mathematics learning?

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