Unpacking The Relation Between Spatial Abilities and Creativity in Geometry

Gridos, Panagiotis; Avgerinos, Evgenios; Deliyianni, Eleni; Ηλία, Ιλιάδα; Gagatsis, Αthanasios; Geitona, Zoi

doi:10.31757/euer.433

Cited by 3 publications

(1 citation statement)

References 41 publications

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“…Jadi dapat disimpulkan bahwa salah satu sebab dihapuskannya UN karena butir soal pada UN belum mengukur kompetensi berpikir tingkat tinggi atau berpikir kritis sebagaimana harapan dari pendidikan abad 21 dimana siswa dituntut untuk mampu atau terampil berpikir kritis dalam menghadapi permasalahan kehidupan sehari-hari. b) Berpikir kreatif Salah satu tujuan terpenting pendidikan adalah membebaskan pemikiran dan mengembangkan kreativitas siswa (Panagiotis et al, 2021), berpikir kreatif adalah kemampuan mengembangkan gagasan baru yang tidak biasa atau membuat hubungan baru beberapa gagasan yang sudah ada untuk menghasilkan gagasan yang lebih berguna dan berkualitas. Pemikiran kreatif setiap orang akan berbeda dan terkait dengan cara mereka berpikir terhadap suatu permasalahan, kemampuan siswa untuk mengajukan ide kreatif harus dikembangkan dengan meminta siswa untuk memikirkan ide atau pendapat yang berbeda dari yang diajukan temannya.…”

Section: Karakteristik Pendidikan Abad 21unclassified

Konsep Pendidikan Abad 21:untuk Pengembangan Sumber Daya Manusia SMA

Malikah

Wafroturrohmah

2022

jiip

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Pendidikan merupakan wadah untuk membentuk generasi muda yang cerdas, berkarakter. Pemerintah tidak henti-hentinya mengembangkan kualitas sumber daya manusia. Pada penelitian ini metode yang digunakan penulis adalah metode literatur dan metode literatur digunakan penulis dengan mencari, mengumpulkan, menggali, atau memeriksa berbagai referensi, jurnal nasional maupun internasional atau dokumen yang berkaitan dengan topik. Penelitian ini bertujuan untuk mendeskripsikan konsep pendidikan abad 21 untuk pengembangan sumber daya manusia SMA. Hasil penelitian menyi-mpulkan pengembangan sumber daya manusia SMA dengan membudayakan siswa mengikuti ajang perlombaan baik nasional maupun international dan membudayakan keterampilan abad 21 dalam pelajaran dikelas dengan mengembangkan pembelajaran yang menyenangkan, aktif, kreatif, inovatif dan kolaborasi.

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Section: Karakteristik Pendidikan Abad 21unclassified

Konsep Pendidikan Abad 21:untuk Pengembangan Sumber Daya Manusia SMA

Malikah

Wafroturrohmah

2022

jiip

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Exploring secondary school students’ geometrical figure apprehension: cognitive structure and levels of geometrical ability

Michael–Chrysanthou,

Panaoura,

Gagatsis

et al. 2024

Educ Stud Math

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The present study examines secondary school students’ geometrical figure apprehension based on Duval’s theoretical framework regarding perceptual, operative, and discursive apprehension. The aim is to explore the cognitive structure of the geometrical figure apprehension dimensions (operative, discursive, and perceptual) in three grades of secondary school students. The tasks in the present study were completed by a sample of 881 students attending public secondary education in Cyprus. Confirmatory factor analysis indicated the stability of the structure of the model concerning secondary school students’ geometrical figure apprehension. However, differences were found in the interrelations among the three main aspects of the model in the examined grades (9, 10, and 11). Moreover, it was observed that students find it easier to solve tasks involving perceptual apprehension compared to discursive apprehension tasks, indicating a possible hierarchical structure of figure apprehension. The present study acts as a pilot study of the constructed instrument. Finally, the results are interpreted in relation to the type of geometrical paradigm in which students work at each hierarchical level.

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How could the Presentation of a Geometrical Task Influence Student Creativity?

Gagatsis

Ηλία

Geitona

et al. 2022

Journal of Research in Science, Mathematics and Technology Educ

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This study aims to investigate high school students’ geometry learning by focusing on mathematical creativity and its relationship with visualisation and geometrical figure apprehension. The presentation of a geometrical task and its influence on students’ mathematical creativity is the main topic investigated. The authors combine theory and research in mathematical creativity, considering Roza Leikin’s research work on Multiple-Solution Tasks with theory and research in visualisation and geometrical figure apprehension, mainly considering Raymond Duval’s work. The relations between creativity, visualization and geometrical figure apprehension are examined through four Geometry Multiple-Solution Tasks given to high school students in Greece. The geometrical tasks are divided into two categories depending on whether their wording is accompanied by the relevant figure or not. The results of the study indicate a multidimensional character of relations among creativity, visualization and geometrical figure apprehension. Didactical implications and future research opportunities are discussed.

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Unpacking The Relation Between Spatial Abilities and Creativity in Geometry

Cited by 3 publications

References 41 publications

Konsep Pendidikan Abad 21:untuk Pengembangan Sumber Daya Manusia SMA

Konsep Pendidikan Abad 21:untuk Pengembangan Sumber Daya Manusia SMA

Exploring secondary school students’ geometrical figure apprehension: cognitive structure and levels of geometrical ability

How could the Presentation of a Geometrical Task Influence Student Creativity?

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