Scholarlink

<p>This paper aims to evaluate students’ explanatory activities in geometry so that we can gain insights into designing attractive and effective tasks in geometry. We consider an explanatory activity in geometry an attempt by a student to explain their thinking process about how they knew or noticed something. In order to explore students’ explanatory activities in classrooms, we prepared two geometry tasks with overlapping polygons and conducted 10 lessons in a primary school. Through a commognition framework, we identified discourses related to the explanatory activities and then evaluated them, focusing on how students’ geometric reasoning in their explanatory activities were developed from visual to deductive-based. Our analysis showed that the students initially produced their explanations which were not sufficient to explain what they had noticed to other students in the classroom. This evoked commognitive conflicts among students, but through class discussions, some of the students managed to produce more deductive explanations. We discussed implications for future research and design principles for promoting explanatory activities in geometry.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Primary School Students’ Explanatory Activities in Geometry

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月1日

查看全文
  • Taro Fujita,
  • Kotaro Komatsu,
  • Shogo Obayashi,
  • Shinichi Miyawaki,
  • Adam Peters,
  • Shinya Yamamoto

摘要

This paper aims to evaluate students’ explanatory activities in geometry so that we can gain insights into designing attractive and effective tasks in geometry. We consider an explanatory activity in geometry an attempt by a student to explain their thinking process about how they knew or noticed something. In order to explore students’ explanatory activities in classrooms, we prepared two geometry tasks with overlapping polygons and conducted 10 lessons in a primary school. Through a commognition framework, we identified discourses related to the explanatory activities and then evaluated them, focusing on how students’ geometric reasoning in their explanatory activities were developed from visual to deductive-based. Our analysis showed that the students initially produced their explanations which were not sufficient to explain what they had noticed to other students in the classroom. This evoked commognitive conflicts among students, but through class discussions, some of the students managed to produce more deductive explanations. We discussed implications for future research and design principles for promoting explanatory activities in geometry.