Abstract
ABSTRACT This study investigates the impact of prototypical geometric representations on students’ ability to construct accurate geometric concepts and their subsequent performance in proving tasks related to those concepts. Ninety-one 11th-grade students participated in the study. We intentionally designed and utilized a questionnaire as the primary data-collection tool. We used the questionnaire items and findings as a basis for semi-structured interviews that we conducted with approximately 10% of the study participants. This allowed the integration of the quantitative and qualitative analyses, to provide a comprehensive understanding of the learning processes. Our analysis reveals that many Grade 11 students struggle with geometric concept formation due to an overreliance on prototypical examples, which in turn hinders their ability to construct proofs concerning the attributes of these concepts, highlighting the need for more diverse representations in geometry instruction.
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