Geometry Skills Research Articles

Geometry Skill Analysis In Problem Solving Reviewed From The Difference Of Cognitive Style Students Junior High School

This study aimed to analyze the geometry skills in solving problems in terms of cognitive styles differences in the students of SMP Negeri Urumb. The type of this research is descriptive research that is qualitative with case study approach. The subject of this research is all students of SMP Negeri Urumb. Subject selection is done by using snowball sampling technique. The main instrument in this study is the researchers themselves and accompanied by supporting instruments such as diagnostic tests, geometry solving test, and interview guides. Validity and reliability of data is done through credibility test, transferability test, dependability test, and confirmability test. Data analysis consists of data collection, data reduction, data presentation, and conclusions. The results of this study were (1) reflective FI subjects showing visual, verbal, drawing, and logic skills with level of geometry thinking at level 2 (informal deduction); (2) impulsive FI subjects exhibiting visual, verbal, and drawing skills with geometric thinking level at level 1 (analysis), (3) reflective FD subjects exhibit visual skills, and draw with level of geometric thinking at level 0 (visualization), and (4) impulsive FD subjects exhibit visual, verbal skills with geometric level thinking at level 0 (visualization).

Junior High School Students’ Understanding and Problem Solving Skills on the Topics of Line and Angles

Line and angles is important topics to learn to develop the geometry skills and also mathematics skills such as understanding and problem solving skills. But, the fact was given by Indonesian researcher show that Indonesian students’ understanding and problem solving skills still low in this topics. This fact be a background to investigate students’ understanding and problem solving skills in line and angles topics. To investigate these skills, this study used descriptive-qualitative approach. Individual written test (essay) and interview was used in this study. 72 students grade 8th from one of Junior High School in Lembang, worked the written test and 18 of them were interviewed. Based on result, almost of student were have a good instrumental understanding in line and angles topic in same area, but almost all student have a low instrumental understanding in line and angles topic in different area. Almost all student have a low relational understanding. Also, almost all student have a low problem solving skills especially in make and use strategy to solve the problem and looking back their answer. Based on result there is need a meaningfulness learning strategy, which can make students build their understanding and develop their problem solving skill independently.

PROFIL KETERAMPILAN GEOMETRI SISWA TUNANETRA DI SEKOLAH INKLUSI PADA MATERI SEGIEMPAT ( Studi Kasus di SMP MIS Surakarta)

This research is aimed to describe the skills in geometry of visually impaired inclusion students on rectangular learning. This research was qualitative research. The research subjects were grade IX student of SMP MIS Surakarta. There were 3 students consisting of 1 low vision student, 1 totally blind when he was 15 years old, and 1 totally blind since she was born. The procedure of selecting the subject used in this research was purposive sampling technique. The data of research was collected through interviews based on rectangular task. The data was analyzed based the theory skill in Geometry’s of Hoffer. The steps are : analyze all data are available from several sources, perform data reduction, compiling data in units, categorization the obtained data unit which shows each information on skill in Geometry of blind students in SMP MIS Surakarta as well as implementation of inclusion programs at SMP MIS Surakarta’s data. Skill in Geometry’s data was validated using time triangulation and implementation of inclusion programs at SMP MIS Surakarta’s data was validated using sources triangulation. The result of this research show that: 1) skills in geometry of low vision student cannot reach level 2 at all; 2) skills in geometry of student with totally blind when he was 15 year old can reach level 2 just on drawings skill. However, he cannot mastering level 0 on drawings skill well; 3) skills in geometry of student with totally blind since she was born cannot reach level 2 at all; 4) factors that affect skills in geometry of the students are availability of textbooks for students with visual impairment, the role of special guidances teachers, availability and uses of learning medium, teacher who has skills to handle student with visual impairment. Keywords: Geometry, Skills in Geometry, Visually impaired Student, Inclusions Student, Rectangular

Early Geometry Instruction for Young Children

The most recent Kindergarten Common Core Mathematics State Standards include an emphasis on teaching geometry skills, such as recognizing, describing, naming, and composing shapes. This article provides five effective ideas for teachers of young children as they introduce and teach shapes.

Influence Of A School-based Physical Activity Intervention On Scholastic Performance - The Champs Study-DK

Despite the known benefits of physical activity on physical, cognitive and mental health, there is a trend in many countries to decrease physical activity opportunities for children and adolescents during the school day. PURPOSE: To investigate the influence of a school-based intervention with a tripling of physical education (PE) lessons from two (90 min) to six lessons per week (270 min) added to the normal curriculum on scholastic performance in school-aged children. METHODS: This study is a part of the CHAMPS study-DK, a quasi-experimental study that began in 2008. The intervention group consisted of six schools and four matched schools served as the control group (mean age at baseline = 8.4 years). Academic performance was extracted from the Danish national test system from 2010 to 2014 (Math and Danish were measured at 3rd and 6th, and 2nd, 4th and 6th grade, respectively). Participants for this investigation include 1,888 students, participating in at least one national test of scholastic performance. Mean of three different domains (Danish: language understanding, decoding, and text comprehension, and Math: algebra, geometry, and basic mathematics skills) were obtained as the test results (from 0-100 points). Mother’s educational status was used as an indicator of socioeconomic status (SES). Linear mixed models were applied to test for differences between Groups. RESULTS: No significant differences were observed between groups in any of the academic performance tests (control group reference); Danish 2nd grade β = -1.34 (95% CI -9.90, 7.22), 4th grade β = 0.22 (95% CI -6.12, 6.56), 6th grade β = 1.03 (95% CI -5.02, 7.08) and all grades combined β = 0.28 (95% CI -5.74, 6.31) and Math 3rd grade β = -2.87 (95% CI -9.65, 3.90) and both grades combined β = -1.28 (95% CI -8.10, 5.71). Across groups girls performed significantly better in Danish, whereas boys performed better in Math (all p < 0.05). CONCLUSIONS: No significant differences were observed between intervention and control schools for scholastic performance, which may be interpreted as a positive result, given that a tripling of PE did not result in a cost to scholastic performance. Such findings suggest that increasing physical activity opportunities during the school day does not detract from academic goals, although making the school days longer.

Geometry interventions for K-12 students with and without disabilities: A research synthesis

Geometry instruction is an important yet often overlooked subject in current education research and practice. This study synthesized intervention studies focusing on instruction to improve geometry skills for K-12 students with and without disabilities. Thirty two studies met the inclusion criteria: being published in English-language peer-reviewed journals or dissertations between 1980 and 2015, using quantitative method, and targeting kindergarten through twelfth grade students in the United States. Five studies examined the effectiveness of new geometry curricula, sixteen studies investigated instructional strategies, and eleven studies explored educational technologies. Although a broad range of geometric subjects were covered for normal achieving students, most of the studies for students with special needs primarily focused on very basic geometry skills. Only one study was found about teaching geometry to kindergarteners. Limitations and directions for future research are discussed.

The Effect of Teaching "Chaos Theory and Fractal Geometry" on Geometric Reasoning Skills of Secondary Students

Chaos theory and fractal geometry have begun to appear as an important issue in secondary school mathematics. Chaos theory is the qualitative study of unstable periods in deterministic nonlinear dynamical systems, chaos theory looks at how things evolve. Fractal geometry is a subject that has established connections with many areas of mathematics (including number theory, probability theory and dynamical systems). Fractal geometry, together with the broader fields of nonlinear dynamics and complexity, represented a large segment of modern science at the end of the 20th century; this paper investigate the concepts of chaos theory and fractal geometry as a conceptual transformation at secondary school level. This paper reports a study of the effects of teaching chaos theory and fractal geometry on geometric reasoning skills in geometry. Thirty of the tenth grade students of basic education participated in an experimental group, which was involved in working with chaos theory and fractal geometry activities, pre-treatment measures the geometric Reasoning skills. Teaching fractal geometry properties and examples were focused in the teaching activities. At the end of the teaching measures geometric reasoning skills were again obtained. Since the study was an exploration, the effectiveness of teaching chaos theory and fractal geometry, the exploratory data collected by the researcher was also considered to be an important part of the study.Â

The Rithmatist by B. Sanderson

Sanderson, Brandon. The Rithmatist. Illus. Ben Sweeney. New York: Tom Doherty Associates, 2013. Print.What if the survival of humanity depended on the geometry skills of a few elite youths? But it does.Winner of the YALSA 2014 Teen’s Top Ten Award, this book asks readers to envisage an alternate history for Earth. The Asian nation of JunSeo has overtaken much of the globe, and technology relies on elaborate systems of springs and gears. Society relies on the skills of Rithmatists, who use geometric shapes and angles to wage war against a rogue force of chalklings – two-dimensional chalk drawings with a penchant for blood.All Joel has ever wanted to be is a Rithmatist, but he has not been chosen by the Master. In spite of this, he spends all his time exploring Rithmatic principles. Joel’s dreams are realized when the disgraced Professor Fitch begins to tutor him along with remedial Rithmatics student Molly. When the far-off war against chalklings in Nebrask becomes more real and Rithmatic students begin to be targeted close at home, Joel’s suspicions are fixated on the new Rithmatics professor, Nalizar.In the misdt of this fantasy novel, American author Brandon Sanderson has embedded a number of intriguing questions. What would the world be like if a power other than Great Britain had achieved world dominance? What does the idea of predestination mean for those who are not chosen? What if different technologies had taken hold?Although there are literary and symbolic elements that posit this story as a thriller, the author has included enough humor that it still maintains a playful and adventurous tone. A sense of anticipation is maintained throughout, as the principles of Rithmatics and the plot are gradually revealed. Though Sanderson’s writing style at times impedes the immersive quality of the story, the reader is kept deliciously in suspense until the end. Ben Sweeney’s illustrations at the end of every chapter masterfully enhance the reader’s understanding of Rithmatic principles.The first in a series, this book would appeal to readers who enjoy fantasy, such as the Harry Potter series or The Golden Compass. It is recommended for children in grades 7-12 and is a good example of “hi-lo” fiction. The accessible language will engage reluctant readers. A reading and activity guide is included at the end of the book, suitable for discussion and exploration in a classroom setting.Highly Recommended: 4 out of 4 starsReviewer: Kelsi McGillivrayKelsi McGillivray teaches grade 3 at an international school in Kathmandu, Nepal. She is currently working on her Masters of Education in teacher-librarianship and aspires to become the school librarian in the future. She enjoys reading, hiking, and adventures.

The Cell Cycle

In this activity, students are given the opportunity to combine skills in math and geometry for a biology lesson in the cell cycle. Students utilize the data they collect and analyze from an online onion-root-tip activity to create a paper-plate time clock representing a 24-hour cell cycle. By dividing the paper plate into appropriate phases of the cell’s cycle on the basis of the data they collected, they can visualize the data, hypothesize, and predict how the time spent in each of the phases in the cycle might change in abnormal situations, such as in cancer or other diseases that affect control of the cell cycle.

The Analysis of the Relation between Eight-Grade Students’ Estimation Performance in Triangles with Their Teaching Style Expectations and Sources of Motivation

Accepted: 05.06.2014 In this study, eight-grade students’ estimation achievements in triangles were analysed according to motivation types and knowledge type expectations. Three hundred and thirty-seven students from three different elementary schools attended in this study. In order to determine the students’ estimation performances, an estimation test in triangles (ETT) was developed. At the end of the study, it was indicated that the estimation performances of the students in triangles related with high level intrinsic motivation and conceptual knowledge expectation. It was also indicated that the estimation performances of the students who have extrinsic motivation source were lower. Moreover it was pointed out that the students expecting procedural knowledge from their teachers had low level of estimation performance in triangles. This study shows that estimation skills in triangles, one of the subjects of geometry, are related with some important variables like motivation types and conceptual knowledge. There are some important questions that should be answered by future studies like ‘How can students’ estimation skills in geometry be developed? ‘How can it be integrated into curriculum? What are the possible strategies students apply and which factors are they related to?’

MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning

MyTeachingPartner-Math/Science (MTP-MS) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (Basic: MTP-M/S mathematics and science curricula, and Plus: MTP-M/S mathematics and science curricula plus related teacher support system) and a Business-As-Usual control condition (BaU). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in Plus classrooms made greater gains in geometry and measurement, compared with those in BaU classrooms. Children in Plus classrooms also performed better on the number sense and place value assessment than did those in Basic or BaU classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes.

Dynamic three‐dimensional illustrator for teaching descriptive geometry and training visualisation skills

AbstractThis article presents a pilot study with architecture students, in which the effects of descriptive geometry, taught conventionally and using a three‐dimensional dynamic tool designed for the purpose, on the improvement of spatial abilities are compared and analysed. In relation with previous works, the main contribution of this research is the development of a three‐dimensional viewer (Diedro‐3D) to support the teaching process, encouraging autonomous learning. The Diedro‐3D application tries to overcome the main obstacle that student face when using a descriptive geometry textbook: static 2D illustrations of high complexity. This is achieved by providing a series of construction steps and supporting a 3D visualisation environment where the student can freely change the point of view. It is important to note that students show a high degree of satisfaction with the learning experience using Diedro‐3D as usability analysis confirms. © 2010 Wiley Periodicals, Inc. Comput Appl Eng Educ 21: 8–25, 2013

Early mathematics assessment: validation of the short form of a prekindergarten and kindergarten mathematics measure

In recent years, there has been increased interest in improving early mathematics curricula and instruction. Subsequently, there has also been a rise in demand for better early mathematics assessments, as most current measures are limited in their content and/or their sensitivity to detect differences in early mathematics development among young children. In this article, using data from two large samples of diverse populations of prekindergarten and kindergarten children, we provide evidence regarding the psychometric validity of a new theory-based early mathematics assessment. The new measure is the short form of a longer, validated measure. Our results suggest the short form assessment is valid for assessing prekindergarten and kindergarten children’s numeracy and geometry skills and is sensitive to differences in early mathematics development among young children.

Geometry skills are innate, according to study

Geometry skills are innate, according to study

Multigrid method with a new interpolation operator

We introduce new techniques to design interpolation in multigrid methods for elliptic problems with discontinuous coefficients. The new techniques employ the Nelder–Mead simplex algorithm and skills in space geometry. The Nelder–Mead algorithm was used to minimize a scalar-valued function, which is a sum of distances from a point to four planes. We derived interpolation scheme in space geometry. We observed that new interpolation is better than traditional bilinear interpolation and cubic interpolation, as prolongation operator in multigrid methods.

Using Video Modeling via Handheld Computers to Improve Geometry Skills for High School Students with Learning Disabilities

The researchers examined the use of video modeling by means of a handheld computer as an alternative instructional delivery system for learning basic geometry skills. Three high school students with learning disabilities participated in this study. Through video modeling, teacher-developed video clips showing step-by-step problem solving processes were synched into handheld computers. Students were shown how to use a handheld computer and access teacher-developed video clips regarding how to successfully solve geometry problems. All three participants acquired and maintained the geometry skills taught. The results are discussed in the context of increased opportunities for students to watch, listen, and interact with content information.

Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten

Two studies investigated the effects of a storytelling-context for teaching geometry skills to kindergarten girls and boys. In Study 1, the story+geometry intervention consisted of an adventure story teaching geometry through part-whole-relations puzzles. Learning was assessed through transfer of skills, using a pre-/post design comparing intervention and control groups. A near-transfer task included new puzzle-problems with the same puzzle-pieces as the intervention, and a far-transfer task used a wider variety of puzzle-pieces. In Study 1, using diverse suburban students from a lower–middle-class-community, boys improved independent of intervention/control condition on the near-transfer task, whereas girls showed greater improvement with the intervention, than without it. No effects of condition or sex were found on far transfer. Study 2 compared two types of interventions (storytelling+geometry versus geometry-alone) to determine effectiveness of a storytelling-context separate from geometry-content. Findings for the Study 2 sample of diverse kindergartners from a high-poverty urban community showed that storytelling-contexts were more effective than de-contextualized formats for learning geometry across both near- and far-transfer tasks. Across studies, girls benefited more than boys from the geometry-content interventions (both with and without a story context).

Comparative Analysis of Endodontic Pathfinders

Because no scientific literature exists regarding endodontic pathfinders, the aim of this study was to compare such instruments. Ten different pathfinder-type files were analyzed with respect to dimensional characteristics, pitch, and rigidity; efficiency, wear, and distortion were assessed by using an in vitro simulation exercise. SEM cross-sections and tip images were obtained and analyzed. To assess efficacy and distortion, 10 operators attempted to achieve patency with the files in small, S-shaped canals in acrylic blocks. Trends in canal negotiation efficiency and file distortion were recorded. Results showed that the Hi-5 (Miltex, York, PA) and C+ files (Dentsply/Maillefer, Johnson City, TN) were the least flexible, whereas the Pathfinder CS (SybronEndo, Glendora, CA) and Pathfinder SS (SybronEndo) files were the most. Pathfinder SS, S finder (JSDental/Sendoline, Ridgefield, CT), and D finder (Mani, Tochigi-ken, Japan) were the most efficient during the simulation exercise. Within the parameters of this study, pitch, taper, cross-section, heat tempering, metal type, tip geometry, and operator skills all influenced pathfinder efficiency.

IFORS' Operational Research Hall of Fame Jay Wright Forrester

IFORS' Operational Research Hall of Fame Jay Wright Forrester

USING WRITING AND READING IN GEOMETRY

ABSTRACT When students take their first upper division mathematics course after an introduction to proof course, they are often overwhelmed by the prospect of writing in a mathematics course. In mathematics, unlike other disciplines, students are very seldom asked to respond via writing to a reading assignment, to write an essay about a topic they have always used their intuition to explain, or to fully research a mathematics topic and report on it to their peers. This paper will highlight the ways in which writing, reading, and group work can be used to develop skills in geometry in one semester.