Sep 2026· International Electronic Journal of Mathematics Education· 0 citations· 66 references
Abstract
This study investigated the learning of K–8 preservice teachers (PTs) while enrolled in an in-person class that was integrated with an online, individualized, and interactive Dynamic Geometry curriculum (iDGi), built from empirically derived learning progressions (LP). The research examined PTs’ developing understanding of the prototypical defining properties of quadrilaterals—formal geometric attributes that align with the visually salient features students often use when identifying and reasoning about quadrilateral types and their relationships. It also explored how the curriculum supported PTs’ transition toward more precise and abstract forms of reasoning. The curriculum’s effectiveness was evaluated with 541 PTs across multiple courses, all of whom completed identical online multiple-choice LP-based assessments before and after engaging with iDGi. Findings indicated that iDGi significantly improved PTs’ reasoning about quadrilaterals. Analyses of three whole-class discussions illustrated how related in-class activities complemented and deepened PTs’ conceptual understanding.
Euclidean geometry remains a cognitively demanding component of the South African further education and training curriculum, and persistent learner underperformance raises concerns about the pedagogical readiness of beginning teachers. Pedagogical content knowledge (PCK) is essential for connecting formal geometric kno...
Lunga Phaliso, B. Tatira· Eurasia Journal of Mathemati...· 0 citations
General Background Mathematics education requires visual and kinesthetic experiences to facilitate the comprehensive recognition of spatial object structures. Specific Background Students frequently experience cognitive barriers in identifying the components of three-dimensional figures due to theoretical, textbook-cen...
L. Suryani, Kemil Wachidah· Indonesian Journal of Educat...· 0 citations
This study pioneers a structured, digital RME environment that seamlessly merges contextual problem-solving with interactive visualization explicitly tailored for elementary plane geometry, thereby supporting meaningful learning and higher-order cognitive skill development in primary education.
Suratmi Dahlan, A. Syamsuddin, N. Nasrun· Indonesian Journal of Innova...· 0 citations
Geometry plays a fundamental role in the teaching and learning of mathematics, providing essential tools for solving real-world problems, particularly by enabling students to visualize and understand three-dimensional objects. This study presents a didactic sequence designed and implemented with secondary school studen...
Ana de Cassia Saraiva Antunes, Patrícia Vasconcelos de Vargas, C. Spohr· Revista de Ensino de Ciência...· 0 citations
Geometry teaching can become more meaningful when connected to the spaces experienced by students, thereby facilitating the understanding of concepts that are often presented in an abstract manner. In this context, this experience report addresses the following research question: How can a pedagogical proposal based on...
Paulo Roberto Pereira, Luiz Rodrigo de Oliveira· Revista de Estudos Interdisc...· 0 citations
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