Abstract
The purpose of this study is to identify the effect of using dynamic software Google SketchUp (GSU), without software on van Hiele’s theory and conventional teaching strategy of students’ conceptual and procedural knowledge in learning geometry among primary school students. The study was conducted using pre and post-test true experimental methods. This true experimental research involved 96 students from Year Five primary schools in Malaysia. The selection of site or school take into account as convenience and voluntary participation. The study's findings showed significant differences in student's conceptual knowledge and procedural knowledge based on the different types of the strategy group. The post hoc test indicated that using software showed better conceptual and procedural knowledge when compared to without using software on van Hiele’s theory and conventional teaching strategy.
Highlights
1.1 Introduce the ProblemMany mathematics educators have ignored the importance of mathematics understanding, which is the foundation of program ability
The purpose of this study is to identify the effect of using dynamic software Google SketchUp (GSU), without software on van Hiele’s theory and conventional teaching strategy of students’ conceptual and procedural knowledge in learning geometry among primary
The research showed that the VHG-GSU group had achieved higher conceptual knowledge and procedural knowledge, followed by the VHG-PL group and the conventional group (CI) control group
Summary
Many mathematics educators have ignored the importance of mathematics understanding, which is the foundation of program ability. According to studies done by Mitchelmore (2002) and Sulistyowati et al (2017) on lower secondary students (Grade 7 and 8), problem solving skills, geometry concepts, and geometry reasoning are all affected by learning difficulties in geometry. A student who does not have a solid grounding in geometry in lower secondary school may face this problem in upper secondary school. According to Abdul Halim and Mohini (2008), there is too much emphasis on naming and identifying geometric symbols in the current syllabus of geometry, which neglects the depth of geometry understanding. Solving geometry problems as well as exploring space, analyse and synthesizing were not emphasized. The technique of learning geometric concepts should be implemented effectively. Instead of using traditional methods that focus more on memorizing geometric concepts, it is better to change students' geometric learning experience more meaningfully
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