Analýza riešení geometrických úloh a geometrického myslenia žiakov pri ukončení základnej školy
Analysis of Geometric Tasks Solutions and Geometric Thinking of Pupils at the End of Elementary School
Abstract
Geometry is one of the most important topics in the school mathematics. According to our experiences, elementary school pupils have difficulties dealing with various geometric tasks. That is the reason, why is very important to pay attention to the development of mathematics competencies in geometry and geometric thinking. In this article we focused on three geometric tasks, which solutions require a level of reflection of mathematics competencies. The research sample consists of 75 ninth graders. The data was collected in June 2020. The aim of the research was to analyze the pupils´ solutions of geometric tasks and to find the connections between these solutions and the level of geometric thinking according to van Hiele´s theory. Qualitative analysis was done in the research evaluation. The statistical implicative analysis methods were used for deeper analysis of dependencies and relationships between stated didactical variables.
- Keywords
- geometric tasks, geometric thinking, mathematics competencies in geometry, solution analysis, statistical implicative analysis
- Classification
- B10, D70, G40
References
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Šedivý, O. a kol. (2013). Vybrané kapitoly z didaktiky matematiky. Nitra: Univerzita Konštantína Filozofa v Nitre Štátny pedagogický ústav. (2020). Matematika a práca s informáciami. Dostupné na: [https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/svp-druhy-stupen-zs/matemati ka-praca-informaciami/]
Turek, I. (2005). Inovácie v didaktike. Bratislava: MPC
Usiskin, Z. (1982). Van Hiele levels and achievement in secondary school geometry. Chicago: The university of Chicago
Van Hiele, P. M. (1986). Structure and insight: A theory of mathematics education. Orlando: Academic Press
Gras, R. et al. (2008). Statistical Implicative Analysis. Theory and Applications. Verlag Berlin Heidelberg: Springer
Hardianti, D., Priatna, N., Priatna, A. (2017). Analysis of Geometric Thinking Students' and Process Guided Inquiry Learning Model. In Journal of Physics Conference Series. 895, 1, str. 1 - 7.
Kmeťová, M. (2009). O zložkách geometrických kompetencií. In Acta Mathematica 12. Nitra: Univerzita Konštantína Filozofa v Nitre
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston: National Council of Teachers of Mathematics Niss, M., Hojgaard, T. 2019.Mathematical competencies in mathematics education: Past, presentand future. New York: Springer, 2019. ISBN 978-3-319-03608-3.
OECD PISA. (2003). The PISA 2003 Assessment Framework. Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD, 2003.
Sekerák, J. (2008). Diagnostikovanie a rozvíjanie kľúčových kompetencií v matematickom vzdelávaní: dizertačná práca. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach,
Šedivý, O. a kol. (2013). Vybrané kapitoly z didaktiky matematiky. Nitra: Univerzita Konštantína Filozofa v Nitre Štátny pedagogický ústav. (2020). Matematika a práca s informáciami. Dostupné na: [https://www.statpedu.sk/sk/svp/statny-vzdelavaci-program/svp-druhy-stupen-zs/matemati ka-praca-informaciami/]
Turek, I. (2005). Inovácie v didaktike. Bratislava: MPC
Usiskin, Z. (1982). Van Hiele levels and achievement in secondary school geometry. Chicago: The university of Chicago
Van Hiele, P. M. (1986). Structure and insight: A theory of mathematics education. Orlando: Academic Press