Knowledge Representation in a Learning Environment for Euclidean Geometry

Computers and Exploratory Learning ◽

10.1007/978-3-642-57799-4_7 ◽

1995 ◽

pp. 109-126 ◽

Cited By ~ 1

Author(s):

Maria Alberta Alberti ◽

Daniele Marini

Keyword(s):

Learning Environment ◽

Knowledge Representation ◽

Euclidean Geometry

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Creating a Learning Environment for Geometric Reasoning

Mathematics Teacher ◽

10.5951/mt.90.7.0521 ◽

1997 ◽

Vol 90 (7) ◽

pp. 521-542

Author(s):

Arnold E. Perham ◽

C. S. V. ◽

Bernadette H. Perham ◽

Faustine L. Perham

Keyword(s):

Learning Environment ◽

Euclidean Geometry ◽

Graphing Calculators ◽

Geometric Reasoning ◽

The Past ◽

Geometry Teachers

Geometry teachers can introduce the theorems of Euclidean geometry in various ways. Complementing the standbys of the past, namely, compass-and-straightedge constructions and manipulatives, are geometry-construction software, spreadsheets, and programmable graphing calculators.

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KNOWLEDGE REPRESENTATION AND QUALITY OF LEARNING WITHIN A SELF-ORGANIZED LEARNING ENVIRONMENT IN SECONDARY SCHOOL EDUCATION

ICERI2017 Proceedings ◽

10.21125/iceri.2017.0838 ◽

2017 ◽

Author(s):

Cimenna Chao Rebolledo ◽

Carol Fabiola Penilla Becerra ◽

Rodrigo Salgado Delgado

Keyword(s):

Secondary School ◽

Learning Environment ◽

Knowledge Representation ◽

School Education ◽

Secondary School Education ◽

Self Organized ◽

Quality Of Learning

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Knowledge Representation of Mathematics Education Program among Students in Euclidean Parallelism

TEM Journal ◽

10.18421/tem103-17 ◽

2021 ◽

pp. 1130-1140

Author(s):

Lailatul Mubarokah ◽

Cholis Sa’dijah ◽

I Nengah Parta ◽

I Made Sulandra

Keyword(s):

Mathematics Education ◽

Action Research ◽

Knowledge Representation ◽

Representation Theory ◽

Education Program ◽

Euclidean Geometry ◽

Parallel Lines ◽

Non Euclidean Geometry ◽

Geometry Learning

This research aims to reveal students' perception-based knowledge representation from mathematics programs in Euclidean Parallelism. Students were asked to do parallelism exercises presented in a verbal and picture form. The data were analyzed by knowledge representation theory based on meaning and perception. There were students who have amodal-multimodal-transition hypothesis. Students' assumptions about the verbal and picture information of not-perfectly-drawn parallel lines varied: assuming that angles appear to be the same measure are congruent, the two lines would intersect, considering the two lines parallel but redrawing picture to determine the pair of congruent angles and using other perspectives to interpret the picture. This study recommends action research for geometry learning that provides not-perfectly-drawn parallel lines for students who have amodal and amodalmultimodal- transition hypothesis and observe its effect on their non-Euclidean geometry learning. It may also familiarize students with getting to know parallelism in R3.

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