Fostering Students’ Understanding About Angle Magnitude Through Reasoning Activities

Hery, Boni,Fasius (2014) Fostering Students’ Understanding About Angle Magnitude Through Reasoning Activities. In: Ratu Ilma (Eds).The Second South East Asia Design/ Development Research (SEA-DR) International Conference, April 26-27,2014, Unsri, Palembang, April 26th-27th,2014, Palembang.

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    The purpose of this study is to support seventh-grade students’ learning about angle magnitude. Realistic Mathematics Education (RME) is employed as the design heuristic of the educational design. Design research is considered as the appropriate research approach to investigate how the design lesson can help students to comprehend the important concepts of angles magnitude through reasoning activities. The data such as, the collection of students’ written work, interview with students, and video recording from the whole teaching experiments were analyzed using task-oriented method to continually improve the design. The results from the analysis suggest that the use of reasoning activities in the teaching experiments could help the students to retrieve their prior-knowledge about angle, negate their misconceptions about angle and allow them to reinvent the relation between angles magnitudes in a parallel-transversal situation. It was shown how production tasks and reasoning activities supported the learning of important concepts of angles and its magnitude. In the teaching experiments, several students came to reason about the angle magnitude using informal measurement, overlapping and reshaping strategy

    Item Type: Conference or Workshop Item (Keynote)
    Uncontrolled Keywords: educational design, realistic mathematics education, design research, angle magnitude, reasoning activity
    Subjects: L Education > L Education (General)
    Divisions: Faculty of Teacher Training and Science Education > Department of Mathematics and Sciences Education > Mathematics Education
    Depositing User: Rudi Kule
    Date Deposited: 24 Feb 2015 20:12
    Last Modified: 24 Feb 2015 20:12

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