The Development of Primary School Students’ 3D Geometrical Thinking within a Dynamic Transformation Context

Markopoulos, Christos; Potari, Despina; Boyd, William E; Petta, Koralia; Chaseling, Marilyn J

doi:10.4236/ce.2015.614151

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…This is because the ability of technology is easy to manipulate and manage, making it easier for students to understand a concept compared to conventional learning [50]. [41] as well as Škrbec and Čadež [40] used varied materials and concrete experiences in developing students' geometric thinking. However, Markopoulos, et al [41] found that not all students achieved an advanced level of thinking.…”

Section: Methodsmentioning

confidence: 99%

“…[41] as well as Škrbec and Čadež [40] used varied materials and concrete experiences in developing students' geometric thinking. However, Markopoulos, et al [41] found that not all students achieved an advanced level of thinking. Also, according to the findings of Škrbec and Čadež [40], there was no substantial difference between the two groups in terms of the level reached, such as the number of points at level 0, level 1.5, and level 2.…”

Section: Methodsmentioning

confidence: 99%

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Reviewing the Van Hiele model and the application of metacognition on geometric thinking

Naufal

Abdullah

Osman

et al. 2021

IJERE

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<span lang="EN-US">Metacognition, or the ability to think about thinking, is essential in the development of geometric thinking. However, studies on the Van Hiele model and the application of metacognition on geometric thinking are still under-researched. This study aimed to provide a review of the Van Hiele model and the application of metacognition on geometric thinking. A total of 844 articles were retrieved through internet search engines from 1995 to 2020 and manually selected and reviewed systematically. The keywords used related to the Van Hiele model, metacognition, and geometric thinking. The findings that emerged from the review were categorized into two main themes which were the effectiveness of the Van Hiele model towards geometric thinking and the effectiveness of the application of metacognition on geometric thinking. Most articles revealed the positive indication of the geometric thinking development through the Van Hiele model intervention. It also seems that the potential of the application of metacognition in the Van Hiele model can strengthen geometric thinking development. Researchers and educators may find this knowledge useful in conducting empirical studies and developing learning instructions based on the application of metacognition in the development of geometric thinking.</span>

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Reviewing the Van Hiele model and the application of metacognition on geometric thinking

Naufal

Abdullah

Osman

et al. 2021

IJERE

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“…With these devices, frontiers between 3D objects and representations of these 3D objects are pushed (Lowrie, 2002). Several authors, for example Gutié rrez (1996) or Markopoulos et al (2015), suggest that those types of representations could be pertinent for learning 3D geometry. A survey about teaching practice in France and French-speaking Belgium shows that this type of environments is not widely used even if some teachers used this materiel from the first years of school (Seha et al, 2023).…”

Section: Area Descriptionsmentioning

confidence: 99%

Children Perception of 3D Usual Shapes in Virtual Environments

Beauset,

Durosin

2023

JED

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Improving the understanding of the 3D perception spatial ability for children is an important issue for research in the areas of cognitive and developmental psychology, particularly in virtual environments where perceptive behaviors could differ from real environment. The aim of this research is to evaluate if children from 6 to 10 years old are able to perceive usual 3D shapes displayed in virtual environment like in 3D world.In an experimentation, children (N =218) are split in groups faced with different modalities of representation of 3D shapes they are allowed to manipulate or only observe: virtual representations on touchpad or real representation with 3D models. They have to solve recognition task of usual 3D shapes (cube, cylinder, triangular prism, etc.). If results indicate that majority of children adequately perceived virtual usual 3D shapes, this ability is not acquired for everyone and is more problematic than perception of 3D models. Some shapes, like the triangular prism, were less adequately perceived. Results call for prudence regarding the use of virtual 3D shapes with children for example during 3D geometry learning.

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“…Meanwhile, [15] studied 3D geometric thinking skills in children after participating in the 3D program in Early Childhood (3DinEC). Furthermore, [16] investigated this process in children using the Dynamic Transformation Context program and [17] tested the effect of AR on students' 3D geometric thinking skills during learning.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Potential of Integrating Augmented Reality into the 6E Instructional 3D Geometry Model in Fostering Students’ 3D Geometric Thinking Processes

Sudirman

Kusumah²,

Martadiputra³

2022

Int. J. Interact. Mob. Technol.

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Schools as a source of knowledge need to facilitate the 3D geometric thinking process involving a series of cognitive action. Therefore, this research investigates the potential of integrating augmented reality (AR) into the 6E instructional 3D geometric model (6E I3DGM). This is an exploratory research carried out with a teacher and 28 junior high school students in Indramayu District, Indonesia. The data were collected through observations and interviews and examined, selected, extracted, and coded based on the criteria determined. The data collected were further interpreted and concluded, and descriptively analyzed using content analysis. The result showed that learning that integrates AR into 6E I3DGM has the ability to raise 3D geometric thinking processes in the dimensions of representation, spatial structuring, and measurement. This is because the use of AR can characteristically help students represent, construct nets, visualize the structure of 3D shapes, and assist in measuring the surface area and volume of 3D geometry. Moreover, it also facilitates students in constructing knowledge through a series of 3D geometric thinking activities. Therefore, the use of learning that integrates AR into 6E I3DGM has the potential to be an alternative for learning 3D geometry both during and after the COVID-19 pandemic.

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The Development of Primary School Students’ 3D Geometrical Thinking within a Dynamic Transformation Context

Cited by 5 publications

References 19 publications

Reviewing the Van Hiele model and the application of metacognition on geometric thinking

Reviewing the Van Hiele model and the application of metacognition on geometric thinking

Children Perception of 3D Usual Shapes in Virtual Environments

Investigating the Potential of Integrating Augmented Reality into the 6E Instructional 3D Geometry Model in Fostering Students’ 3D Geometric Thinking Processes

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