Middle School Students' Reasoning with Regards to Parallelism and Perpendicularity of Line Segments

Autor/in	Ulusoy, Fadime
Titel	Middle School Students' Reasoning with Regards to Parallelism and Perpendicularity of Line Segments
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 7, S.1187-1206 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulusoy, Fadime)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2022.2049384
Schlagwörter	Middle School Students; Thinking Skills; Geometric Concepts; Intuition; Mathematics Skills; Foreign Countries; Abstract Reasoning; Visual Perception; Measurement; Problem Solving; Logical Thinking; Language Usage; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Denkfähigkeit; Elementare Geometrie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Abstraktes Denken; Denken; Visuelle Wahrnehmung; Messverfahren; Problemlösen; Sprachgebrauch
Abstract	This study investigates middle school students' reasoning about parallelism and perpendicularity of two line segments. Data were collected from 83 middle school students through an identification task consisting of various examples and non-examples of the parallelism and perpendicularity of two line segments. One-to-one interviews were also conducted with fifteen students to support students' written reasons. The results indicated that middle school students identify parallel/perpendicular line segments by using three types of reasoning: "visual reasoning, attribute reasoning," and "language-based reasoning." With the influence of the concept images shaped by prototypical and intuitive examples and linguistic factors, some students either focused on non-critical attributes of the concepts as the critical ones or omitted critical attributes of the concepts. Hence, they either identified examples of parallel line segments and perpendicular line segments as non-examples or considered non-examples of the concepts as examples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01