scholarly journals Hypothetical learning trajectory in student’s spatial abilities to learn geometric transformation

2021 ◽  
Vol 6 (3) ◽  
pp. 174-190
Author(s):  
Ricki Yuliardi ◽  
Rizky Rosjanuardi
Keyword(s):  
Private School ◽  
Spatial Abilities ◽  
Geometric Transformation ◽  
Spatial Thinking ◽  
Learning Trajectory ◽  
9Th Grade ◽  
Hypothetical Learning Trajectory ◽  
Thinking Process ◽  
Transformation Geometry ◽  
The Relationship

The relationship between spatial conceptions and students' spatial abilities is still rarely studied specifically, even though this is the basis for students to think in learning geometry. This paper aims to explore spatial abilities and the development of spatial ability theory, discusses the relationship between spatial conceptions in students' understanding, and how to develop HLT (Hypothetical Learning Trajectory)in transformation geometry learning. HLT design consists of three stages: initial design, experimental, and retrospective analysis. The results of HLT are then refined into LIT (Local Instructional Trajectory). Then this paper present the empirical results of the perceptions of twenty  9th grade students in one of Islamic private school in Kabupaten Kuningan, West Java, Indonesia, towards the corresponding geometric and math questions. Literature review analysis was used to analyze the retrieved articles. At the end of the paper, we explain and discuss how to apply mathematical conceptions in learning geometry. This research is expected to be a guidance for teachers to develop learning in accordance with the students' spatial thinking process in studying geometry.

scholarly journals KEMAJUAN BELAJAR SISWA PADA GEOMETRI TRANSFORMASI MENGGUNAKAN AKTIVITAS REFLEKSI GEOMETRI

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Irkham Ulil Albab ◽  
Yusuf Hartono ◽  
Darmawijoyo Darmawijoyo
Keyword(s):  
Instructional Design ◽  
Design Research ◽  
Design Stage ◽  
Geometric Transformation ◽  
Learning Trajectory ◽  
Supporting Line ◽  
Hypothetical Learning Trajectory ◽  
Preliminary Design Stage ◽  
Learning Progress ◽  
Transformation Geometry

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemajuan belajar siswa pada materi geometri transformasi yang didukung dengan serangkaian aktivitas belajar berdasarkan Pendidikan Matematika Realistik Indonesia. Penelitian didesain melalui tiga tahap, yaitu tahapan perancangan desain awal, pengujian desain melalui pembelajaran awal dan pembelajaran eksperimental, dan tahap analisis retrospektif. Dalam penelitian ini, Hypothetical Learning Trajectory, HLT (HLT) berperan penting sebagai desain pembelajaran sekaligus instrumen penelitian. HLT diujikan terhadap 26 siswa kelas VII. Data dikumpulkan dengan teknik wawancara, pengamatan, dan catatan lapangan. Hasil penelitian menunjukkan bahwa desain pembelajaran ini mampu menstimulasi siswa untuk memberikan karakteristik refleksi dan transformasi geometri lainnya secara informal, mengklasifikasikannya dalam transformasi isometri pada level kedua, dan menemukan garis bantuan refleksi pada level yang lebih formal. Selain itu, garis bantuan refleksi digunakan oleh siswa untuk menggambar bayangan refleksi dan pola pencerminan serta memahami bentuk rotasi dan translasi sebagai kombinasi refleksi adalah level tertinggi. Keyword: transformasi geometri, kombinasi refleksi, rotasi, translasi, design research,HLT STUDENTS’ LEARNING PROGRESS ON TRANSFORMATION GEOMETRY USING THE GEOMETRY REFLECTION ACTIVITIES Abstract: This study was aimed at describing the students’ learning progress on transformation geometry supported by a set of learning activities based on Indonesian Realistic Mathematics Education. The study was designed into three stages, that is, the preliminary design stage, the design testing through initial instruction and experiment, and the restrospective analysis stage. In this study, Hypothetical Learning Trajectory (HLT) played an important role as an instructional design and a research instrument. HLT was tested to 26 seventh grade students. The data were collected through interviews, observations, and field notes. The findings of the study showed that this instructional design could stimulate students to provide reflection characteristics and other transformation geometry informally, to classify them in the transformation isometry in the second level, and to find the reflection supporting line in the more formal level. In addition, the reflection supporting line was used by the students to draw the reflection image and the mirroring pattern and to understand the rotation and translation shapes as a combination of reflection at the highest level. Keyword: geometric transformation, rotation, translation, and HLT

scholarly journals Spatial Thinking in Children’s Education: The relationship between Geography and Cartography

2019 ◽  
Vol 2 ◽  
pp. 1-6
Author(s):  
Paula Cristiane Strina Juliasz ◽  
Sonia Maria Vanzella Castellar
Keyword(s):  
Cognitive Activity ◽  
Spatial Abilities ◽  
Spatial Knowledge ◽  
Spatial Thinking ◽  
Cultural Perspective ◽  
Children's Education ◽  
Graphic Representations ◽  
Children’S Education ◽  
Way Of Thinking ◽  
The Relationship

<p><strong>Abstract.</strong> Spatial thinking, comprised of concepts, representations and spatial abilities, is a cognitive activity developed in everyday living, and can be systematized through different school disciplines, mainly Geography. The comprehension of this concept and the investigation of how it can be developed and systematized in schools are critical points, involving different languages that represent the space. Our main objective is to propose theoretical and methodological references for the spatial knowledge of children aged between 4 and 6 years old. The research is based on the following question: Which spatial abilities and concepts can be addressed in activities aimed at developing spatial thinking in children aged 4 to 6 years old? To answer this question and achieve the main objective, the specific objectives were: a) to investigate and analyze the pertinence, possibilities and approaches regarding the spatial notions in children’s education; b) develop teaching situations based on guiding theories about spatial thinking, children’s drawing and the concept construction under a historical and cultural perspective; c) understand the patterns in children’s graphic representations; and d) analyze the children’s dialogues. The analysis of the research data allowed us to conclude that drawing is part of the cartographic initiation, and words are fundamental elements that concretize the way of thinking, in this case, spatial thinking ability. In this research, we reaffirm the direct relationship between Geography and the development of spatial thinking, considering the very nature of this Science, and Cartography as the language used to materialize this way of thinking.</p>

scholarly journals MENGATASI LEARNING OBSTACLE KONSEP TRANSFORMASI GEOMETRI DENGAN DIDACTICAL DESIGN RESEARCH

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Ramdani Miftah ◽  
Lia Kurniawati ◽  
Ticha Putri Solicha
Keyword(s):  
High School ◽  
Design Research ◽  
Geometric Transformation ◽  
Learning Trajectory ◽  
Student Responses ◽  
Hypothetical Learning Trajectory ◽  
Three Stages ◽  
Preliminary Study ◽  
Epistemological Barriers ◽  
Obstacle Analysis

The purpose of this study was to identify learning obstacle precisely on students' epistemological barriers to the concept of geometry transformation. Furthermore, researchers overcome these obstacles by developing mathematical learning concepts in the concept of geometry transformation in high school. This research was conducted at one of the senior high school in Tangerang Selatan. The research method used is Didactical Design Research. This method is carried out in three stages, the analysis of didactic situations before learning (prospective analysis), metapedidactic analysis, and retrospective analysis. Based on the results of the preliminary study, of the 20 students who took the obstacle learningidentificationtest,82.35%ofthetotalstudentsexperiencedepistemologicalbarrierstotheconceptofgeometry transformation. In overcoming the epistemological obstacles students in the concept of geometric transformation requires the design of learning developed based on learning obstacle analysis, repersonalization, and recontextualization so as to produce hypotheses consisting of Hypothetical Learning Trajectory which contains various activities and predictions of student responses and anticipations and produces Student Worksheets. The results show that the didactic design provided can overcome student barriers. It can be seen from the effectiveness of anticipation given during learning that reaches 90% of the difficulties that arise based on predictions of response and anticipated didactic pedagogical.

Den anklagade tittaren. Strategiskt publiktilltal i satiriska anklagelser

2021 ◽  
pp. 87-105
Author(s):  
Tommy Bruhn ◽  
Joanna Doona
Keyword(s):  
Middle Class ◽  
Private School ◽  
Rhetorical Structure ◽  
Subject Positions ◽  
Queue System ◽  
Specific Focus ◽  
The Relationship ◽  
Opening Up

Public accusations often lead to controversy. Accusations have been studied as causing certain types of defense, as well as for how accusing parties persuade audiences of guilt, and amplify an act’s offensiveness. We investigate a satire programme as a strategic act, with a specific focus on how its accusatory rhetorical structure strategically invites certain responses, and counteracts others. We show how a segment in the news satire programme ‘Swedish News’ constructed a complex accusation against the Swedish private school queue system, and against the character of the educated middle class who tend to use it. The segment’s structure places the accused middle class as an addressed audience in three different subject positions, wherein the relationship between them motivates penance rather than defense. The analysis shows how a changing positioning of the same group as judge, victim and accused can perform certain functions in accusatory speech, indicating roads to redemption and opening up for possibilities of reconciliation

scholarly journals 2D:4D and spatial abilities: From rats to humans

2017 ◽  
Author(s):  
N Müller ◽  
S Campbell ◽  
M Nonaka ◽  
TM Rost ◽  
G Pipa ◽  
...  
Keyword(s):  
Paired Associate ◽  
In Utero ◽  
Spatial Abilities ◽  
Length Ratio ◽  
Functional Brain ◽  
Spatial Performance ◽  
Brain Correlates ◽  
The Relationship

Variance in spatial abilities are thought to be determined by in utero levels of testosterone and oestrogen, measurable in adults by the length ratio of the 2nd and 4th digit (2D:4D). We confirmed the relationship between 2D:4D and spatial performance using rats in two different tasks (paired-associate task and watermaze) and replicated this in humans. We further clarified anatomical and functional brain correlates of the association between 2D:4D and spatial performance in humans.

scholarly journals Evaluation of the relationship between spatial abilities and anatomy learning

2020 ◽  
Vol 14 (2) ◽  
pp. 139-144
Author(s):  
Mustafa Aydın ◽  
Mehmet Tuğrul Yılmaz ◽  
Muzaffer Şeker
Keyword(s):  
Mental Rotation ◽  
Spatial Ability ◽  
Significant Contribution ◽  
Spatial Abilities ◽  
School Students ◽  
Mental Rotation Test ◽  
Practical Applications ◽  
Significant Difference ◽  
The Mean ◽  
The Relationship

Objectives: The aim of this study was to examine the relationship between the spatial abilities of medical school students and their learning in anatomy. Methods: The spatial abilities of the 120 students (74 females, 46 males) were examined using Mental Rotation Test (MRT). The relationship between the mental rotation scores and the mean scores of their practical and theoretical anatomy examinations was determined in terms of gender. Results: The study revealed that mental rotation skills of female participants were lower than males; however, there was no significant difference in their exam (theoretical and practical anatomy examinations) scores in terms of gender. The spatial ability of the students had a low level significant effect on their anatomy scores, regarding practical applications. Conclusion: The results of the study revealed a significant relationship between students’ spatial ability and their success in practical anatomy examinations. This suggests that improving spatial ability skills may have a significant contribution to practical anatomy learning and may be considered as a part of anatomy education.

scholarly journals Student’s thinking to identify concave plane based on Gregorc model

2019 ◽  
Vol 12 (2) ◽  
pp. 109-121
Author(s):  
Surya Enjang Krisdiantoro ◽  
Erlina Prihatnani
Keyword(s):  
Mathematics Learning ◽  
Structured Interview ◽  
Thinking Styles ◽  
Thinking Style ◽  
9Th Grade ◽  
Mathematics Knowledge ◽  
Thinking Process ◽  
Thinking Processes ◽  
The Difference ◽  
Constructing Knowledge

[English]: Mathematics learning should facilitate students' construction of knowledge. In constructing mathematics knowledge, students involve various types of thinking processes and styles. This qualitative research aimed to describe the process of students’ thinking in identifying concave plane based on Gregorc’s model of thinking style. It involved thirty-three 9th-grade students with a different style of thinking. Data were collected through tests, questionnaire, and non-structured interview then descriptively analyzed to reveal students’ thinking process and styles.  The present study found two different thinking styles, namely Sequential Concrete (SC) and Random Abstract (RA) from students who successfully identified the concave plane as a kite. There were different thinking processes in the development of definition, opinion, and conclusions from subjects with different thinking styles. However, the difference in the thinking process from each thinking styles do not hamper students’ success in constructing knowledge. Keywords: Thinking process, Concave place, Thinking style, Gregorc model [Bahasa]: Pembelajaran matematika seharusnya memfasilitasi siswa membangun pengetahuan sendiri. Dalam membangun pengetahuan, siswa melibatkan beragam proses dan gaya berpikir. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam mengidentifikasi bangun datar concave berdasarkan gaya berpikir model Gregorc. Subjek penelitian adalah 33 siswa kelas IX SMP yang memiliki gaya berpikir berbeda. Data dikumpulkan melalui tes, angket, dan wawancara non-terstruktur kemudian dianalisis secara deskriptif untuk mengungkap gaya dan proses berpikir siswa. Penelitian ini menemukan dua gaya berpikir berbeda yaitu Sekuensial Konkret dan Acak Abstrak dari siswa yang berhasil mengidentifikasi bangun datar concavesebagai layang-layang. Terdapat perbedaan proses berpikir dalam pembentukan pengertian, pembentukan pendapat, dan penarikan kesimpulan dari siswa dengan gaya berpikir berbeda. Namun demikan, perbedaan gaya berpikir dari setiap proses berpikir tidak membatasi keberhasilan siswa dalam mengkonstruksi suatu pengetahuan. Kata kunci: Proses berpikir, Gaya berpikir, Bangun concave, Model Gregorc  

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