scholarly journals A Van Hiele Theory analysis for teaching volume of three-dimensional geometric shapes

2020 ◽  
Vol 6 (1) ◽  
pp. 17-31
Author(s):  
Eunice Kolitsoe Moru ◽  
Maqoni Malebanye ◽  
Nomusic Morobe ◽  
Mosotho Joseph George
Keyword(s):  
High School ◽  
High School Students ◽  
Three Dimensional ◽  
Real Life ◽  
Classroom Observations ◽  
School Students ◽  
Geometric Shapes ◽  
Van Hiele ◽  
Van Hiele Theory ◽  
Male Teacher

Geometry is among the cornerstones of mathematics because of its applicability in real life and its connection to other areas of mathematics. The reported study explored how the volume of 3D geometric shapes was taught in one high school in Lesotho. One male teacher and an intact class of sixty high school students were the participants of the study. The study was exploratory in nature. This was in order to understand the phenomenon under study so as to suggest ways on how to make some improvements for the future. Data were collected through classroom observations, photo shootings, note-taking, and interviews. Classroom observations enabled the researchers to start the analysis while also observing. The photos taken captured the nature of the tasks given to students, some explanations, and class interactions. The Van Hiele theory of geometric thought was used as the framework of analysis. The findings of the study show that at level 1, the teacher focused mainly on the vocabulary of the concept at hand, the information phase. Another phase which was dominant in the teaching at the same level is the direct orientation. The free-orientation phase was not fully realized. The analysis level was achieved through the information phase and the direct orientation phase. Thus the progression from one level to another by students occurred having some phases of learning being skipped due to the way the instruction was organized. It is postulated that lack of proper understanding of some concepts in geometry by students may result from this kind of instruction.

scholarly journals Analisis Proses Pemecahan Masalah Geometri Berdasarkan Teori Van Hiele di Sekolah Menengah Atas

2018 ◽  
Author(s):  
Marlinda Indah Eka Budiarti
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Qualitative Approach ◽  
School Students ◽  
Van Hiele ◽  
Visualization Analysis ◽  
Van Hiele Theory ◽  
Level Of Thinking ◽  
Language Question

This study aims to explore and describe the process of problem solving geometry reach the level of visualization, analysis and informal deduction based on the Van Hiele theory. This type of research is descriptive explorative and qualitative approach. Subject of the study was obtained from the high school students who were tested on the level of Van Hiele geometry. Each level of visualization, analysis and informal deduction taken two learners who can communicate well. The results of this study indicate that solving problems in geometry learners who attained think visualization is to identify problems and set goals using the language question. Troubleshooting on the geometry of learners who attained think theanalysis is through fifth troubleshooting step IDEAL using their own language, but less systematic. Troubleshooting on the geometry of students who reach a level of thinking is through the informal deduction fifth troubleshooting step IDEAL by systematically using their own language.

scholarly journals Analisis Proses Pemecahan Masalah Geometri Berdasarkan Teori Van Hiele

2019 ◽  
Vol 5 (2) ◽  
pp. 33
Author(s):  
Marlinda Indah Eka Budiarti
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Qualitative Approach ◽  
School Students ◽  
Van Hiele ◽  
Van Hiele Theory ◽  
Language Question

AbstractThis study aims to explore and describe the process of problem solving geometry reach the level of visualization based on the Van Hiele theory. This type of research is descriptive explorative and qualitative approach. Subject of the study was obtained from the high school students who were tested on the level of Van Hiele geometry. Each level of visualization. The results of this study indicate that solving problems in geometry learners who attained think visualization is to identify problems and set goals using the language question. 

Using stereoscopy to teach complex biological concepts

2015 ◽  
Vol 39 (3) ◽  
pp. 205-208 ◽  
Author(s):  
Richard Ferdig ◽  
James Blank ◽  
Annette Kratcoski ◽  
Robert Clements
Keyword(s):  
High School ◽  
High School Students ◽  
Cell Structure ◽  
Three Dimensional ◽  
Real Life ◽  
Preliminary Evidence ◽  
Human Anatomy ◽  
School Students ◽  
Biological Concepts ◽  
The Impact

Used effectively, stereoscopic three-dimensional (3D) technologies can engage students with complex disciplinary content as they are presented with informative representations of abstract concepts. In addition, preliminary evidence suggests that stereoscopy may enhance learning and retention in some educational settings. Biological concepts particularly benefit from this type of presentation since complex spatially oriented structures frequently define function within these systems. Viewing biological phenomena in 3D as they are in real life allows the user to relate these spatial relationships and easily grasp concepts making the key connection between structure and function. In addition, viewing these concepts interactively in 3D and in a manner that leads to increased engagement for young prospective scientists can further increase the impact. We conducted two studies evaluating the use of this technology as an instructional tool to teach high school students complex biological concepts. The first study tested the use of stereoscopic materials for teaching brain function and human anatomy to four classes. The second study evaluated stereoscopic images to support the learning of cell structure and DNA in four different high school classes. Most important, students who used stereoscopic 3D had significantly higher test scores than those who did not. In addition, students reported enjoying 3D presentations, and it was among their top choices for learning about these complex concepts. In summary, our evidence adds further support for the benefits of 3D images to students' learning of science concepts.

scholarly journals Analisis Proses Pemecahan Masalah Geometri Berdasarkan Teori Van Hiele di Sekolah Menengah Atas

2017 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
M.E.B Indah
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Qualitative Approach ◽  
School Students ◽  
Van Hiele ◽  
Visualization Analysis ◽  
Van Hiele Theory ◽  
Level Of Thinking ◽  
Language Question

This study aims to explore and describe the process of problem solving geometry reach the level of visualization, analysis and informal deduction based on the Van Hiele theory. This type of research is descriptive explorative and qualitative approach. Subject of the study was obtained from the high school students who were tested on the level of Van Hiele geometry. Each level of visualization, analysis and informal deduction taken two learners who can communicate well. The results of this study indicate that solving problems in geometry learners who attained think visualization is to identify problems and set goals using the language question. Troubleshooting on the geometry of learners who attained think the analysis is through fifth troubleshooting step IDEAL using their own language, but less systematic. Troubleshooting on the geometry of students who reach a level of thinking is through the informal deduction fifth troubleshooting step IDEAL by systematically using their own language.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

Graphing Calculators Aren't Just for High School Students

1994 ◽  
Vol 1 (3) ◽  
pp. 190-196
Author(s):  
Linda J. C. Taylor ◽  
Jeri A. Nichols
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Mathematics Curriculum ◽  
Real Life ◽  
Graphing Calculators ◽  
School Curriculum ◽  
School Students ◽  
Learning And Teaching ◽  
And Function

Graphing calculators are revolutionizing the learning and teaching of mathematics. Students can view and manipulate graphs of functions in a matter of seconds. Such features as “plot,” “graph,” “trace,” and “zoom” offer opportunities for users to develop an understanding of the terms variable and function. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), these concepts are vital aspects of the middle school curriculum. According to the standards document, “[A]n ideal 5-8 mathematics curriculum would expand students' knowledge of numbers,… patterns and functions, and the fundamental concepts of algebra” (pp. 65-66). In addition, “[T]echnology, including calculators, computers, and videos, should be used when appropriate” (p. 67). It stand to reason that tools to aid in understanding such concepts as variable and function, specifically graphing calculators, should not be reserved for high school juniors and seniors. This article discusses the use of graphing calculators by students of middle school age in an enrichment program for academically able, but economically disadvantaged, students. The exercises described helped students develop an understanding about variable and function. Students were actively engaged in problem solving that involved hands-on, real-life activities.

scholarly journals High School Intervention for Influenza Biology and Epidemics/Pandemics: Impact on Conceptual Understanding among Adolescents

2009 ◽  
Vol 8 (1) ◽  
pp. 62-71 ◽  
Author(s):  
Nancy Dumais ◽  
Abdelkrim Hasni
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Understanding ◽  
Scientific Knowledge ◽  
Real Life ◽  
Life Cycles ◽  
School Intervention ◽  
School Students ◽  
Knowledge Based ◽  
Life Issues

Understanding real-life issues such as influenza epidemiology may be of particular interest to the development of scientific knowledge and initiation of conceptual changes about viruses and their life cycles for high school students. The goal of this research project was to foster the development of adolescents' conceptual understanding of viruses and influenza biology. Thus, the project included two components: 1) pre- and posttests to determine students' conceptions about influenza biology, epidemics/pandemics, and vaccination; and 2) design an intervention that supports conceptual change to promote improvements in influenza knowledge based on these primary conceptions. Thirty-five female students from a high school biology class participated in a series of instructional activities and pre- and posttest assessments. Results from the pretest indicated that high school students exhibit a limited understanding of concepts related to viruses. Six weeks after an intervention that promoted active learning, results from a posttest showed that conceptions about influenza are more accurately related to the provided scientific knowledge. Although adolescents have nonscientific models to explain influenza biology, we showed that a carefully designed intervention can affect students' knowledge as well as influence the implementation of health education programs in secondary schools.

scholarly journals Level Berpikir Geometri Peserta Didik Berdasarkan Teori Van Hiele pada Materi Bangun Ruang Sisi Datar

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 267-279
Author(s):  
Anna Cesaria ◽  
◽  
Tatang Herman ◽  
Jarnawi Afgani Dahlan ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Study Results ◽  
Stage Stage

According to Van Hiele, in understanding geometry, students need to understand five stages, namely stage 1 (introduction stage), stage 2 (analysis stage), stage 3 (sequencing stage), stage 4 (deduction stage), and stage 5 (accuracy stage). Each student has different geometric thinking abilities. This study aims to examine the geometric abilities of junior high school students in the material of flat-sided geometry according to Van Hiele's Theory. This research belongs to the type of qualitative research with a case study design. It was conducted at three schools in Padang, West Sumatra, Indonesia. The subjects were students of SMP Negeri 1 Padang, SMP Negeri 7 Padang, and SMP Negeri 25 Padang. Data collection was carried out using tests, interviews, and documentation. Data analysis was carried out with the stages of data reduction, data presentation, and data verification or drawing conclusions. The data originality technique was carried out with the triangulation technique, where the researcher compared the test data with the results of interviews with students. Of the 94 students (male = 38, female 56) tested based on the geometric thinking level of Van Hiele Theory, 92.55% of the students reached the Van Hiele thinking stage at the visualization level. As many as 45.74% of students reached the level of geometric analysis, and 6.38% of students reached the level of abstraction. For the level of deduction and accuracy, no one has been able to solve the problem. The results obtained in this study are that most students are still at stages 1 and 2, unlike van Hiele's opinion, which revealed that the level of geometric thinking for junior high school students is at level 3. According to the study results, it is essential to carry out further checks on the level of geometric thinking of junior high school students in other areas.

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