Can a Number of Diagrams Linked to a Proof Task in 3D Geometry Improve Proving Ability?

Autor/in	Haj-Yahya, Aehsan
Titel	Can a Number of Diagrams Linked to a Proof Task in 3D Geometry Improve Proving Ability?
Quelle	In: Mathematics Education Research Journal, 35 (2023) 1, S.215-236 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haj-Yahya, Aehsan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-021-00385-8
Schlagwörter	Visual Aids; Geometry; High School Students; Grade 12; Mathematics Skills; Mathematical Logic; Geometric Concepts; Visualization + Suchen Sie Ihr Suchwort? Anschauungsmaterial; Geometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Elementare Geometrie; Visualisation; Visualisierung
Abstract	The current study attempts to investigate whether using multiple diagrams attached to a geometry task could reduce difficulties in the proving process regarding concepts in three-dimensional geometry. Ninety 12th-grade students participated in the study. The research included the use of a questionnaire whose items invited open-ended responses regarding two tasks. Interviews were also conducted with some participants. Qualitative and quantitative analyses were performed. The results revealed a correlation between the students' responses and the number of diagrams they received. Students who were given several diagrams gave more correct responses and correct and complete proofs than students who were given only one diagram presenting several diagrams attached to the proof task reduce the visual obstacles that students face in constructing geometrical proofs. The findings from the interviews support the results from the questionnaires; interviews revealed presenting further diagrams allow students to adapt their proving processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01