Student’s conceptions and geometry problem-solving of the distance in cube

Abstract

The purpose of this study is to explore student's conception in solving the distance measures problem on the cube. The subject of this study was a male student of intermediate abilities who was selected for certain considerations on three problems encountered in the process of completion: verbal, spatial, and concept application problems. Overall, student indicates a suitability between the distance concept definition and his conception. Student’s conception about the distance between a point and a line is a perpendicular distance but not always the distance between points with one other point passed by the line; the distance between a point and a plane is a perpendicular distance between point and point on altitude of plane if the plane is an equilateral triangle; while the conception of the distance between a line and a plane is a perpendicular distance between the point and a line, where the point is result of spatial transformation of a line, and the line is the representation of a plane. The student has been an error in solving the problem, and this is an example case of the stages in Van-Hiele's theory are not a strict sequence. The errors are the result of unfounded conceptions of knowledge and experience and do not did the further verify. Learning with investigative and observation activities is an approach to problem-solving especially on geometry.