Spatial Ability and Geometric Thinking of the Students of Teacher Training for Primary Education

Pavlovičová, Gabriela; Bočková, Veronika; Laššová, Katarína

doi:10.18421/tem111-49

Cited by 7 publications

(3 citation statements)

References 18 publications

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“…Geometry is one of the materials with basic concepts that students must master. Geometry helps the reasoning process in solving problems [31], [32]. HOTS has an important role when solving math problems [24], [25].…”

Section: Introductionmentioning

confidence: 99%

Creative Mathematical Reasoning Process of Climber Students in Solving Higher Order Thinking Skills Geometry Problems

Marsitin¹,

Sa’dijah²,

Susiswo³

et al. 2022

TEM Journal

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This study aims to explore the creative mathematical reasoning process of climber students in solving Higher Order Thinking Skills geometry problems. The results showed that the climber students met the criteria for basic mathematical creative reasoning in solving problems, namely the plausible and novelty criteria. However, there are times when climber students do not meet the requirements for novelty because their accuracy and creative mathematical reasoning thinking have not been used to solve problems, even though climber students tend to like challenges and do not give up on solving problems.

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Section: Introductionmentioning

confidence: 99%

Creative Mathematical Reasoning Process of Climber Students in Solving Higher Order Thinking Skills Geometry Problems

Marsitin¹,

Sa’dijah²,

Susiswo³

et al. 2022

TEM Journal

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“…Menurut (NRC, 2010) ada dua standart yang digunakan dalam geometri yaitu menentukan lokasi dan menggambarkan hubungan spasial menggunakan koordinat geometri dan sistem representasi lain; dan menggunakan visualisasi, penalaran spasial, dan pemodelan geometris untuk memecahkan masalah. Berpikir spasial memuat proses merepresentasikan, mentransformasikan, mengeneralisasi dan memanggil symbol (informasi non linguistik), hal ini sesuai dengan pendapat Linn & Petersen (1985); NRC (2010); Fiantika & Setyawati (2019); Pavlovičová et al (2022) bahwa "spatial thinking are representing, transforming, generating and recalling symbolic, nonlinguistic information" Lebih lanjut, ( (Merwe, 2009); (NRC, 2010); (Fiantika et al, 2018a)) berpendapat bahwa "spatial thinking is thinking that finds meaning in the shape, size, orientation, location, direction, or trajectory, of object, prosses of phenomena". Artinya adalah berfikir spasial merupakan berpikir menemukan makna dalam bentuk, ukuran, orientasi, lokasi, arah atau lintasan, benda, proses atau fenomena.…”

Section: Pendahuluan 11 Spatial Thinkingunclassified

Deskripsi Penalaran Spasial Mahasiswa Calon Guru Bergaya Belajar Visual

2022

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Spatial thinking is a skill to remember, operate, manipulate, predict, combine, interpret, transform, explore an object to solve problems in various life contexts. Spatial thinking requires three related components, namely: the concept of space, spatial representation methods, and spatial reasoning. The difficulty of students for representing ideas encourages researchers to observe the spatial reasoning of elementary teacher training program’s student. Visual learning style is closely related to exact mathematical soul. Therefore, this study focuses on describing elementary teacher training program’ student’s visual learning style. The subjects of this research are students of class 2019 A and 2019 B as many as 70 elementary teacher training program’s student who are taking elementary school mathematics learning courses at a University in Surabaya and have been grouped into high, medium groups. and below. Medium group elementary teacher training program’s student were selected to be given a learning style test, which then described their spatial reasoning. The purpose of this study was to describe the reasoning of elementary teacher training program student’s visual learning style. This research is a descriptive qualitative research. Researchers used written test, geometry problem-solving questions, and interviews to explore in-depth information on students who are elementary teacher training program’s student of visual learning style. There are 40 students in the medium group with details of 10 students with visual learning style, 30 students with auditory learning style and 10 students with kinesthetic learning style. The group of students who are elementary teacher training program student’s visual learning style are analyzed for their spatial reasoning based on the results of written tests and interviews. The results showed that the visual learning style student’s group tended to work sequentially and neatly meeting the criteria for spatial reasoning indicators. Visual learning style of elementary teacher training program’s student (KSV) could describe their spatial reasoning through the process of categorizing, generalizing, synthesizing, evaluating, define, combine, and represent in solving geometric problems. One of the main characteristics of visual learning styles appears when they manipulate objects and illustrate with sketches. They carry out the work process in detail and detail, and represent through pictures or visuals

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“…Thus, it is vital to pay attention to the fundamentals of geometry, especially geometric thinking, in the early years of education and to ensure that they are taught well [12]. The teacher must have sufficient knowledge and pedagogical abilities to develop students' geometric thinking [13].…”

Section: Introductionmentioning

confidence: 99%

The Trend of Geometric Thinking Studies: A Systematic Review

Naufal,

Abdullah,

Zainal

et al. 2024

ITM Web Conf.

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This study focuses on reviewing information from several articles published in educational and social sciences journals worldwide to document the trend of geometric thinking studies in the Indonesian context. The current study shows that the number of publications on geometric thinking has increased in the last four years. The studies conducted in Indonesia and for Indonesian students used a systematic review guided by PRISMA to examine a hundred articles indexed by Scopus, Google Scholar, and Science and Technology Index (SINTA) between 2011 and 2021. Van Hiele’s Geometric Thinking Test, developed by Usiskin, is extensively used when examining geometric thinking levels in the intervention. In addition, descriptive analysis and a t-test are also employed. The result shows that the most common type of geometric thinking experimental research is quasi-experimental design, with the qualitative approach found to be the most used. Therefore, educators should increase the quantity of qualitative and quantitative studies from various nations about geometric thinking. Furthermore, it is also essential to examine the correlation between student performance in geometry and the teacher’s level of geometric thinking. Finally, combining the van Hiele Geometry test with interviews is strongly advised to provide comprehensive and in-depth data for examining geometric thinking.

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Spatial Ability and Geometric Thinking of the Students of Teacher Training for Primary Education

Cited by 7 publications

References 18 publications

Creative Mathematical Reasoning Process of Climber Students in Solving Higher Order Thinking Skills Geometry Problems

Creative Mathematical Reasoning Process of Climber Students in Solving Higher Order Thinking Skills Geometry Problems

Deskripsi Penalaran Spasial Mahasiswa Calon Guru Bergaya Belajar Visual

The Trend of Geometric Thinking Studies: A Systematic Review

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