Predictability of Visual Processes on Performance in Geometry

Weckbacher, Lisa Marie; Okamoto, Yukari

doi:10.5539/jel.v7n6p25

Cited by 3 publications

(1 citation statement)

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“…Geometry and visual perception are closely related or interrelated (Öǧmen & Herzog, 2010). Previous research results indicate that there is a correlation between visualization skills and performance in geometry (Cui et al, 2017;Weckbacher & Okamoto, 2018;Ilhan et al, 2019). If someone can visualize geometry problems, it will surely have an impact on their performance in solving geometric mathematical problems.…”

Section: Discussionmentioning

confidence: 99%

Prospective Teacher’s Visual Geometric Perceptions of Problem Solving

2023

JHETP

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This study was intended to describe the geometric visual perception of prospective teachers in problemsolving. The research subjects consisted of three people who were selected from 33 prospective teachers based on the differences in the answers given. The results showed that in visual perception, prospective teachers with middle mathematics skill followed the continuous perceptual theory. However, prospective teachers with high and low mathematics skill had different visual perceptions with constant perceptual theory. In solving these two questions, prospective teacher with middle mathematics skill tended to have the same perception. But prospective teachers with high and low mathematics skills had different visual perceptions. Projected in the visualization of the answer to question number 2, subject with high mathematics skills added a new point to build a new rectangle that was used to obtain supporting information in finding the value asked by the question. Likewise, the prospective teacher with low mathematics skills showed that the visual perception was line length being sought, resulting in addition and subtraction operations in line segments.

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Section: Discussionmentioning

confidence: 99%

Prospective Teacher’s Visual Geometric Perceptions of Problem Solving

2023

JHETP

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Unraveling the connection: A systematic review of learning styles and mathematics achievement

Hariri,

Mahmudah,

Wibawa

et al. 2025

PEDAGOGICAL RES

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Mathematics is an essential subject in schools, helping develop cognitive skills such as critical analysis, logical reasoning, and problem-solving. However, academic achievement in mathematics often declines, with some students having difficulty understanding mathematical ideas. Many factors influence mathematics achievement, including students' learning styles. This study aims to identify students' learning styles and how they may affect their academic performance. The study's findings indicate that mathematics often uses visual-spatial learning mode. Understanding mathematical concepts usually requires first seeing shapes and relationships. Schools are advised to train instructors in learning style-based teaching methods because a better understanding of students' learning styles can improve engagement and academic achievement.

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Origami, estrategia didáctica para mejorar la enseñanza de la geometría

Corrales

Frausto

2021

Rev. investig. cient. tecnol.

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La geometría es uno de los componentes principales en la formación en matemáticas debido a que favorece el desarrollo del pensamiento espacial en los estudiantes; no obstante, la gran variedad de distractores que rodean a los discentes en la actualidad, precisa que en las aulas de clases se ponga en práctica estrategias didácticas versátiles, dinámicas, motivadoras e interesantes para los estudiantes. Esta investigación tuvo como propósito analizar la incidencia del origami como estrategia didáctica para mejorar la enseñanza de la geometría. El estudio se desarrolló por medio de una Investigación – Acción, puesto que se indagó sobre la capacidad de los estudiantes para el aprendizaje de la geometría mediante la utilización del origami, así como también de las dificultades o debilidades de algunos de los educandos que participaron en el proyecto. En este orden de ideas, el docente fue partícipe del proceso, como agente facilitador del aprendizaje, a partir de la asesoría y seguimiento en el desarrollo de cada uno de los talleres. A su vez, se tomó como referencia un Enfoque Cualitativo puesto que se describen los hallazgos tanto en los grupos experimental como de control. La estrategia se desarrolló con estudiantes de grado sexto de la Escuela Normal Superior Santiago de Tunja (Boyacá) a partir de la aplicación de talleres de origami consistentes en modelos bidimensionales y tridimensionales, encaminados a la enseñanza de conceptos fundamentales de geometría. El análisis del impacto de la aplicación de la estrategia se lleva a cabo mediante grupos experimentales y de control, a los cuales se les aplica un pretest y post-test. Los resultados señalan que el origami como estrategia didáctica, incide significativamente en el aprendizaje de la geometría y en la consolidación de conceptos geométricos dado que la mayoría de los estudiantes del grupo experimental mostró avances en temas como mediatrices, bisectrices angulares, triángulos, polígonos, congruencia y simetría.

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Predictability of Visual Processes on Performance in Geometry

Cited by 3 publications

References 39 publications

Prospective Teacher’s Visual Geometric Perceptions of Problem Solving

Prospective Teacher’s Visual Geometric Perceptions of Problem Solving

Unraveling the connection: A systematic review of learning styles and mathematics achievement

Origami, estrategia didáctica para mejorar la enseñanza de la geometría

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