StudentS’ error AnAlySiS on a given Geometric Proofs and Solutions: Its Effect on their Achievement and Conceptual Understanding
Journal Title: International Journal of Research in Social Sciences - Year 2018, Vol 8, Issue 1
Abstract
Proof and reasoning are essential mathematical skills in Geometry subject. Engaging in this level of higher order thinking skills, students’ need to develop and learn basic concepts competencies in proving especially in geometry. Students must have a good conceptual understanding of mathematical ideas and theories to have a proper understanding of mathematical proof and proving techniques. This study investigated the effect of students’ error analysis of geometric proofs on their achievement and conceptual understanding. It employed quasi experimental non-equivalent control group design and was conducted at Prosperidad National High School, Prosperidad, Agusan del Surfrom August to October 2016. The participants were the two intact classes of Grade 10 students assigned as experimental and control group. Both groups were given pre-test of the teacher made two tiered achievement test and conceptual understanding test before the actual experiment. To develop students’ capacity to detect error in a given geometric proofs, a worktext was developed. The control group was exposed to traditional mathematics instruction with group work answering, activity sheets, journal writing and short quizzes. The experimental group was taught using error analysis with group work, find an expert activity, journal writing and short quizzes which emphasized on detecting errors in a given geometric proofs and after experimental period both groups were given the post-test. The analysis using one way ANCOVA was used at 0.05 level of significance. Results revealed that students taught with error analysis have better performance in the achievement and conceptual understanding tests than the students taught using traditional method. Moreover, experimental group students had a better conceptual understanding of geometric concepts and improve their proof skills compared to the control group.
Authors and Affiliations
Rejohn M. Peligro,Charita A. Luna And Laila S. Lomibao
Keywords
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- EP ID EP20794
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