Enhancing Student Mathematical Proficiency through Planimetry and Digital Technologies

Liudmyla Hetmanenko

doi:10.48161/qaj.v4n3a804

Authors

Liudmyla Hetmanenko 1 Department of Natural Sciences and Mathematics Education and Technologies, Institute of In-Service Teachers’ Training, Borys Grinchenko Kyiv Metropolitan University, Kyiv 01601, Ukraine.

DOI:

https://doi.org/10.48161/qaj.v4n3a804

Abstract

Active societal development drives the dynamics of educational approaches to acquiring fundamental knowledge and skills by learners. The necessity of integrating innovative pedagogical technologies into mathematical curricula is prompted by changes in the general processes of perception and thinking among students, as well as the need to adapt educational strategies to these dynamics. The research assesses the impact of planimetric methods and technologies on geometry learning. The research methods used were analysis of literature, pedagogical experiments, and questionnaires of students and teachers. The outcome revealed that incorporating digital technologies and interactive activities enhances the learning of geometrical concepts and boosts students' interest. The results also indicated that the group of students who underwent instructions in line with the study's research hypotheses provided higher solutions to geometric problems than the control group. Questionnaires supported the positive attitude of students and teachers towards the new approaches, noting the enhanced comprehension of the matter and the enhanced interest in the materials. The practical value of the results is in elaborating the methodological recommendations for using digital technologies and planimetric methods in the educational process, which may help enhance the quality of mathematics instruction. Some of the drawbacks of the current study include the generalisability of the results, which suggests the importance of further optimising the ratio of traditional and new teachings applied in the study. The further development direction of the examined field of study is the fine-tuning of the approaches to using technology-enhanced learning activities to boost the efficiency of the teaching-learning process.

Downloads

Download data is not yet available.

Author Biography

Liudmyla Hetmanenko, 1 Department of Natural Sciences and Mathematics Education and Technologies, Institute of In-Service Teachers’ Training, Borys Grinchenko Kyiv Metropolitan University, Kyiv 01601, Ukraine.

Senior Lecturer of the Department of Natural Sciences and Mathematics Education and Technologies, Institute of In-Service Teachers’ Training, Kyiv, Ukraine

References

Batsurovska, I., Dotsenko, N., Gorbenko, O., & Kim, N. (2021). The technology of competencies acquisition by bachelors in higher education institutions in the conditions of the digital media communication environment. In Advances in Social Science, Education and Humanities Research. Proceedings of the International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021) (Vol. 557, pp. 206–213).

Glenn, A., Andrew, E., & Joanne, O. (2020). Assessment of literacy pedagogy using gratitude. Australian Journal of Teacher Education, 45(6), 62–75.

Kanthawat, C., Supap, W., & Klin-eam, C. (2019). The development of grade 11 students’ mathematical literacy on sequences and series using mathematical modelling. Journal of Physics: Conference Series, 1157, 032100.

Dyupina, A., & Nevzorova, O. (2020). Methods of organisation of SPOC course on planimetry training for future teachers of mathematics. Èlektronnye Biblioteki, 23, 49–56.

Lestariningsih, L., Nurhayati, E., TAB Susilo, C., Cicinidia, C., & Lutfianto, M. (2020). Development of mathematical literacy problems to empower students’ representation. Journal of Physics: Conference Series, 1464, 012018.

Rizki, L. M., & Priatna, N. (2019). Mathematical literacy as a 21st-century skill. Journal of Physics: Conference Series, 1157, 042088.

Gradini, E., & Firmansyah, B. (2019). Measuring students’ mathematical literacy in culturally responsive mathematics classroom. AL-TA’LIM Journal, 26(3), 233–242.

Eugeny, S., Sergey, T., & Vera, S. A. (2021). The phenomenon of complex knowledge in teaching mathematics as a factor of mathematical literacy forming of school students. Perspektivy Nauki i Obrazovaniâ, 54(6), 285–299.

France, M., & Machaba, M. (2017). Pedagogical demands in mathematics and mathematical literacy: A case of mathematics and mathematical literacy teachers and facilitators. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 95–108.

Jill, A. (2017). Mathematics in mathematics education. South African Journal of Science, 113(3/4).

Jihyun, H., & Yeajin, H. (2021). Relationship between mathematical literacy and opportunity to learn with different types of mathematical tasks. Journal on Mathematics Education, 12(2), 199–222.

Andes, S., Asmara, S., Budi, W., Hardi, S., & Iwan, J. (2021). Managing learning through mathematical literacy based on cognitive load. Turkish Journal of Computer and Mathematics Education, 12(5), 153–160.

Wesna, M., Wardono, & Masrukan. (2021). Mathematical literacy ability in terms of the independent learning students on reciprocal teaching learning models with approaching RME assisted by google classroom. Journal of Physics: Conference Series, 1918, 042040.

Maryani, N., & Widjajanti, D. B. (2020). Mathematical literacy: How to improve it using contextual teaching and learning method? Journal of Physics: Conference Series, 1581, 012044.

Orin, D. B. (2021). Lower secondary students’ encounters with mathematical literacy. Mathematics Education Research Journal, 35(1), 237–253.

Malasari, N. M., Herman, T., & Jupri, A. (2017). The construction of mathematical literacy problems for geometry. Journal of Physics: Conference Series, 895, 012071.

Weng, T.-S. (2023). Training people with mathematical literacy ability by building a level-based system of trigonometric functions in the setting of a virtual factory. In 4th International Conference on Industrial Engineering and Artificial Intelligence (IEAI) (pp. 45–50).

Sangpom, W., Suthisung, N., Kongthip, Y., & Inprasitha, M. (2016). Advanced mathematical thinking and students’ mathematical learning: Reflection from students’ problem-solving in mathematics classroom. Journal of Education and Learning, 5(3), 72–82.

Bevz, H. P. (2005). Geometry of a triangle: A study guide. Kyiv: Genesis.

Oliinyk, V. V., Samoilenko, O. M., Batsurovska, I. V., Dotsenko, N. A., Horbenko, O. A., & Kim, N. I. (2020). STEM-education in the system of training future engineers in the information and educational environment conditions. Information technology and learning tools, 80(6), 127–139.

Rimas, N. (2020). The aims of teaching mathematics: Mathematical literacy vs mathematical reasoning. Lietuvos Matematikos Rinkinys, 61, 8-14.

Shaumiwaty, S., Lubis, M. A., Lubis, T., Dardanila, Purba, A., Nasution, T., Ramlan, & Hasrul, S. (2020). Teacher performance toward students’ mathematical literacy in teaching linear program mathematical models. Journal of Physics: Conference Series, 1663, 012066.

Minggi, I., Mulabar, U., & Assagaf, S. F. (2021). Learning trajectory in mathematical proof. Journal of Physics: Conference Series, 1752, 012081.

Kushnir, I. (2007). Triumph of school geometry: Textbook for grades 7-11. Kyiv: Nash Chas.

Pala, R. H., Herman, T., & Prabawanto, S. (2019). Students’ error on mathematical literacy problems. Journal of Physics: Conference Series, 1157, 022125.

Afni, N., & Hartono. (2020). Contextual teaching and learning (CTL) as a strategy to improve students mathematical literacy. Journal of Physics: Conference Series, 1581, 012043.

Ariawan, I. P. W., & Ardana, I. M. (2021). Initial design development of performance assessment methods in planimetry lectures. In First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020) (pp. 366–371).

Argyri, P. (2020). Geometry and digital cultural heritage as unique linking for development students’ knowledge, skills and attitudes. Iul Research, 1(2), 40-60.

Schmid, A., Korenova, L., Cahyono, A. N., Hvorecky, J., & Lavicza, Z. (2023). Geogebra as a constructivism teaching tool for visualisation geometry using VR and AR. Scientific Editor Eugenia Smyrnova-Trybulska, 15, 253.

Eisenmann, P., Novotná, J., & Přibyl, J. (2023). Technological devices in the development of pupils’ expertise in the use of selected heuristic strategies. Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia, 14, 43-79.