Students’ understanding of a geometric theorem: A case of grade 9 problem posing
Teaching axiomatic representation of mathematical objects in all grades can and should be done. The paper analyzes students' understanding and how they perceive theorems using problem posing. We looked at how English-language learners create questions about four geometric theorems from a 9th-gr...
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| Format: | UMS Journal (OJS) |
| Language: | eng |
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Universitas Muhammadiyah Surakarta
2022
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| Online Access: | https://journals.ums.ac.id/index.php/jramathedu/article/view/16394 |
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| author | Patac, Adriano Jr Villarosa Patac, Louida Penera Crispo, Nicolas Ensomo |
| author_facet | Patac, Adriano Jr Villarosa Patac, Louida Penera Crispo, Nicolas Ensomo |
| author_sort | Patac, Adriano Jr Villarosa |
| collection | OJS |
| description | Teaching axiomatic representation of mathematical objects in all grades can and should be done. The paper analyzes students' understanding and how they perceive theorems using problem posing. We looked at how English-language learners create questions about four geometric theorems from a 9th-grade math textbook. The analysis looks at the question's distinctiveness, its elements' relationships, and sentence structure flaws. These lines, angle, and triangle theorems were chosen to exemplify problem scenarios when a theorem is conveyed in words but not explicitly symbolized. The difficulty of posing mathematically relevant problems stems from the required process of simultaneously changing the theorem language, home language, and formal mathematics language. In Van Hiele's methodology, the pupils' issues aren't classified as a formal or informal deduction. Questions either deduce from a formal system or emphasize theorems. Mastering the required representation registers can assist students in posing problems that reflect, at the very least, at the formal deduction level. The absence of symbolic representation increases the difficulty in posing original problems involving geometric theorems. As a result, how problems are made, especially how they are written, shows how well students understand math through problem-posing. |
| format | UMS Journal (OJS) |
| id | oai:ojs2.journals.ums.ac.id:article-16394 |
| institution | Universitas Muhammadiyah Surakarta |
| language | eng |
| publishDate | 2022 |
| publisher | Universitas Muhammadiyah Surakarta |
| record_format | ojs |
| spelling | oai:ojs2.journals.ums.ac.id:article-16394 Students’ understanding of a geometric theorem: A case of grade 9 problem posing Patac, Adriano Jr Villarosa Patac, Louida Penera Crispo, Nicolas Ensomo Mathematics Education Problem posing, Students understanding, teaching problem posing, geometric interpretation, natural language, mathematics formal language Teaching axiomatic representation of mathematical objects in all grades can and should be done. The paper analyzes students' understanding and how they perceive theorems using problem posing. We looked at how English-language learners create questions about four geometric theorems from a 9th-grade math textbook. The analysis looks at the question's distinctiveness, its elements' relationships, and sentence structure flaws. These lines, angle, and triangle theorems were chosen to exemplify problem scenarios when a theorem is conveyed in words but not explicitly symbolized. The difficulty of posing mathematically relevant problems stems from the required process of simultaneously changing the theorem language, home language, and formal mathematics language. In Van Hiele's methodology, the pupils' issues aren't classified as a formal or informal deduction. Questions either deduce from a formal system or emphasize theorems. Mastering the required representation registers can assist students in posing problems that reflect, at the very least, at the formal deduction level. The absence of symbolic representation increases the difficulty in posing original problems involving geometric theorems. As a result, how problems are made, especially how they are written, shows how well students understand math through problem-posing. Universitas Muhammadiyah Surakarta Surigao State College of Technology, College of Education 2022-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Quantitative research application/pdf https://journals.ums.ac.id/index.php/jramathedu/article/view/16394 10.23917/jramathedu.v7i2.16394 JRAMathEdu (Journal of Research and Advances in Mathematics Education); Volume 7 Issue 2 April 2022; 105-115 2541-2590 2503-3697 10.23917/jramathedu.v7i2 eng https://journals.ums.ac.id/index.php/jramathedu/article/view/16394/7532 Mathematics Education Problem-posing student ability in problem-posing Copyright (c) 2022 Adriano Jr Villarosa Patac, Louida Penera Patac, Louida Penera Patac, Nicolas Ensomo Crispo, Nicolas Ensomo Crispo https://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | Mathematics Education Problem posing, Students understanding, teaching problem posing, geometric interpretation, natural language, mathematics formal language Patac, Adriano Jr Villarosa Patac, Louida Penera Crispo, Nicolas Ensomo Students’ understanding of a geometric theorem: A case of grade 9 problem posing |
| title | Students’ understanding of a geometric theorem: A case of grade 9 problem posing |
| title_full | Students’ understanding of a geometric theorem: A case of grade 9 problem posing |
| title_fullStr | Students’ understanding of a geometric theorem: A case of grade 9 problem posing |
| title_full_unstemmed | Students’ understanding of a geometric theorem: A case of grade 9 problem posing |
| title_short | Students’ understanding of a geometric theorem: A case of grade 9 problem posing |
| title_sort | students understanding of a geometric theorem a case of grade 9 problem posing |
| topic | Mathematics Education Problem posing, Students understanding, teaching problem posing, geometric interpretation, natural language, mathematics formal language |
| topic_facet | Mathematics Education Problem posing, Students understanding, teaching problem posing, geometric interpretation, natural language, mathematics formal language |
| url | https://journals.ums.ac.id/index.php/jramathedu/article/view/16394 |
| work_keys_str_mv | AT patacadrianojrvillarosa studentsunderstandingofageometrictheoremacaseofgrade9problemposing AT pataclouidapenera studentsunderstandingofageometrictheoremacaseofgrade9problemposing AT crisponicolasensomo studentsunderstandingofageometrictheoremacaseofgrade9problemposing |