Results of the Fourth NAEP Assessment of Mathematics: Measurement, Geometry, Data Interpretation, Attitudes, and Other Topics

Kouba, Vicky L.

doi:10.5951/at.35.9.0010

Cited by 28 publications

(3 citation statements)

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“…Reports by Trends in International Mathematics and Science Study (TIMSS) in 1999(TIMSS) in , 2003(TIMSS) in and 2007 for the Malaysian educational system showed that most students reported that half or more of the lessons are spent memorising formulas and procedures (Mullis et al, 2000(Mullis et al, , 2004(Mullis et al, , 2008. This is in line with a study by Kouba et al (1988) that showed 80% of lower secondary students opined that geometry learning was based on rules and 50% assumed that they learned geometry only by memorising. These findings concerned Battista (2002) who stated that traditional methods in learning geometry topics focused only on the need for students to memorise the definitions and characteristics of shapes.…”

Section: Introductionsupporting

confidence: 91%

The Effects of Van Hiele's Phase-Based Instruction Using the Geometer's Sketchpad (GSP) on Students' Levels of Geometric Thinking

Abdullah¹,

Zakaria²

2013

RJASET

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The purpose of this study was to test the effectiveness of Van Hiele's phases of learning geometry using the Geometer's Sketchpad (GSP) on students' levels of geometric thinking. This quasi-experiment involved 94 students and two teachers. A total of 47 students were in the control group and the rest were in the treatment group. The students in the treatment group learned Form Two's Transformation topic through the Van Hiele's phases of learning using the GSP, while the students in the control group learned the same topic conventionally. Before the study started, students from both groups were given Van Hiele's Geometry Test (VHGT) to identify their initial levels of geometric thinking. The experiment took place for 6 weeks. At the end of the study, the students in both groups were given the VHGT for the second round to analyse their final levels of geometric thinking. Wilcox on-t test for the design of repeated measurement was used for the data analysis. The results found that the students in both groups showed increment in their post-VHGT as compared to the pre-VHGT. However, the students in the treatment group achieved better levels of geometric thinking compared to the students in control group (t = 34.50, p<0.05). Thus, the Van Hiele's phases of learning geometry can be applied in classrooms in order to help students achieve better level of geometric thinking.

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Section: Introductionsupporting

confidence: 91%

The Effects of Van Hiele's Phase-Based Instruction Using the Geometer's Sketchpad (GSP) on Students' Levels of Geometric Thinking

Abdullah¹,

Zakaria²

2013

RJASET

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“…For instance, preschoolers use the geometrical information in simple twodimensional maps to orient themselves in a three-dimensional environment (Shusterman et al, 2008). However, educational psychological studies carried out in different countries and for different age groups revealed that geometrical shape recognition is not trivial and depends on the shape exemplars used (Clements & Battista, 1992;Clements, Swaminathan, Hannibal, & Sarama, 1999;Kouba et al, 1988;Usiskin, 1987). Younger children seem to progress from an early phase, when they categorize shapes according to their resemblance to a prototype, to the adult-level of knowledge when they use abstract rules for categorization (Satlow & Newcombe, 1998).…”

mentioning

confidence: 99%

The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers

Kalénine

Pinet

Gentaz

2010

International Journal of Behavioral Development

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This study assessed the benefit of a multisensory intervention on the recognition of geometrical shapes in kindergarten children. Two interventions were proposed, both conducted by the teachers and involving exercises focused on the properties of the shapes but differing in the sensory modalities used to explore them. In the ''VH'' intervention, the visual and haptic modalities were used to explore the raised shapes while only the visual modality was involved in the ''V'' (Visual) intervention. We compared the effect of the two interventions on the acquisition of conceptual knowledge about squares, rectangles and triangles in 72 preschoolers. Results showed that children progressed more importantly following VH than V intervention for rectangles and triangles. The addition of the haptic modality in intervention provides beneficial effects by allowing children to better understand what is included in a shape category. Results are discussed in relation to the multimodal coding (in line with embodied theories) and the analytic perception generated by the haptic modality.

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“…It is well established that middle-school students have difficulty solving word problems. In particular, recent research (e.g., Kouba et al, 1988; Muth, 1984; Sowder, 1989) indicates that these students perform poorly on problems containing extraneous information. Although researchers know students have difficulty solving problems containing extraneous information, very little research has examined the question of why.…”

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confidence: 99%

Effects of cuing on middle-school students' performance on arithmetic word problems containing extraneous information.

Muth¹

1991

Journal of Educational Psychology

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The purpose of this study was to determine what effect cuing students to the possibility of extraneous information in word problems has on students' problem-solving performance. Eighthgrade students solved problems with and without extraneous information. Some students were cued to the fact that word problems sometimes contain extraneous information. The results indicated that students who were cued performed significantly better than students who were not cued and as well as students who did not have extraneous information in their problems. The results suggest that cuing may be a simple yet powerful tool for helping students cope with the presence of extraneous information in word problems.

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Results of the Fourth NAEP Assessment of Mathematics: Measurement, Geometry, Data Interpretation, Attitudes, and Other Topics

Cited by 28 publications

References 0 publications

The Effects of Van Hiele's Phase-Based Instruction Using the Geometer's Sketchpad (GSP) on Students' Levels of Geometric Thinking

The Effects of Van Hiele's Phase-Based Instruction Using the Geometer's Sketchpad (GSP) on Students' Levels of Geometric Thinking

The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers

Effects of cuing on middle-school students' performance on arithmetic word problems containing extraneous information.

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