The influence of 3D representations on students’ level of 3D geometrical thinking
The influence of 3D representations on students’ level of 3D geometrical thinking
While representations of 3D shapes are used in the teaching of geometry in lower secondary school, it is known that such representations can provide difficulties for students. In this paper, we report findings from a classroom experiment in which Grade 7 students (aged 12-13) tackled a problem in 3D geometry that was, for them, quite challenging. To analyse students’ reasoning about 3D shapes, we constructed a framework of levels of 3D geometrical thinking. We found that students at a lower level of 3D thinking could not manipulate representations effectively, while students operating at a higher level of 3D thinking controlled representations well and could reason correctly.
mathematics, education, geometry
25-32
International Group for the Psychology of Mathematics Education
Kondo, Yutaka
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Fujita, Taro
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Kunimune, Susumu
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Jones, Keith
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Kumakura, Hiroyuki
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July 2014
Kondo, Yutaka
ba75a432-5351-425c-9c6a-526ec5f4b537
Fujita, Taro
8564512b-09a9-498f-8fc7-0569d071f04c
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Kumakura, Hiroyuki
e7b62c78-5b51-4ccb-85a5-f2dc3e94bee2
Kondo, Yutaka, Fujita, Taro, Kunimune, Susumu, Jones, Keith and Kumakura, Hiroyuki
(2014)
The influence of 3D representations on students’ level of 3D geometrical thinking.
Liljedahl, Peter, Oesterle, Susan, Nicol, Cynthia and Allan, Darien
(eds.)
In Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME38 & PME-NA36).
vol. 4,
International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
While representations of 3D shapes are used in the teaching of geometry in lower secondary school, it is known that such representations can provide difficulties for students. In this paper, we report findings from a classroom experiment in which Grade 7 students (aged 12-13) tackled a problem in 3D geometry that was, for them, quite challenging. To analyse students’ reasoning about 3D shapes, we constructed a framework of levels of 3D geometrical thinking. We found that students at a lower level of 3D thinking could not manipulate representations effectively, while students operating at a higher level of 3D thinking controlled representations well and could reason correctly.
Text
Kondo-etc_3D_representations_levels_PME38_2014
- Accepted Manuscript
More information
Published date: July 2014
Venue - Dates:
38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, University of British Columbia, Vancouver, Canada, 2014-07-15 - 2014-07-20
Keywords:
mathematics, education, geometry
Identifiers
Local EPrints ID: 445744
URI: http://eprints.soton.ac.uk/id/eprint/445744
ISSN: 0771-100X
PURE UUID: e3011a6c-e0e2-4ca1-accf-07dad24d00c3
Catalogue record
Date deposited: 06 Jan 2021 17:47
Last modified: 16 Mar 2024 10:29
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Contributors
Author:
Yutaka Kondo
Author:
Taro Fujita
Author:
Susumu Kunimune
Author:
Hiroyuki Kumakura
Editor:
Peter Liljedahl
Editor:
Susan Oesterle
Editor:
Cynthia Nicol
Editor:
Darien Allan
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