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All Journal Jurnal Infinity International Journal on Emerging Mathematics Education Jurnal Infinity
Joshua Edson Gorme Ordiz
Southern Leyte State University
Education Mathematics

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Emergence of Contrast of Cognitive-Valuing Features of Mathematics Across Global Classrooms Joshua Edson Gorme Ordiz
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 1, March 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i1.15820

Abstract

Processes and patterns in mathematics education are shaped into dynamic complex systems – referred to as a new structure because of the close interplay and networks of different social atoms. The study attempts to understand the interactions at the macro level using exploratory data analysis  of secondary data from an international assessment organization in order to discover and fathom the interrelationship of the characteristics namely achievement in mathematics and valuing attitude towards math. Findings showed that global classroom displayed a decline of performance as the valuing to the discipline intensifies. Further analysis found out that presently, the nature of valuing is extrinsic which focuses in the practical use of the subject. With this, behavior in learning mathematics is not positive when geared towards usefulness; but it will dramatically change the achievement when approach is modified to being a desirable disciple.
CLUSTERS OF PREVALENT PATTERNS OF GEOMETRIC THINKING LEVELS AMONG MATHEMATICS STUDENTS Joshua Edson Gorme Ordiz; Ghanine Rhea Mecate
Jurnal Infinity Vol 11, No 1 (2022): VOLUME 11, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i1.p77-86

Abstract

Geometric thinking skills are the perceived abilities of an individual to think and reason in geometric contexts. These skills acquired by students in geometry remain poor and unsettling because of the misconceptions that hinder the students in learning the components of geometry. The study described the common unplaceable patterns in geometric thinking of 153 mathematics education students in a state university in Eastern Visayas, Philippines. Frequency Analysis was employed in the study to determine the number of occurrences of the patterns stressing the cause for students placed under level 0 or unplaceable. Van Hiele Achievement Test was used to gather the students’ performance in geometry at all levels, namely: visualization, analysis, informal deduction, deduction, and rigor. The findings attested that only 13.1% of the students managed the third level of the Van Hiele Levels while 43.1% of them were unplaceable. Common patterns were drawn and describe to understand the consequences in geometric thinking ability at level 0. These observable patterns were grouped into core-remedial, topical-corrective, and close-corrective groups. The clusters will enable educational institutions to address the individual gaps in geometry.
CLUSTERS OF PREVALENT PATTERNS OF GEOMETRIC THINKING LEVELS AMONG MATHEMATICS STUDENTS Joshua Edson Gorme Ordiz; Ghanine Rhea Mecate
Jurnal Infinity Vol 11 No 1 (2022): VOLUME 11, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i1.p77-86

Abstract

Geometric thinking skills are the perceived abilities of an individual to think and reason in geometric contexts. These skills acquired by students in geometry remain poor and unsettling because of the misconceptions that hinder the students in learning the components of geometry. The study described the common unplaceable patterns in geometric thinking of 153 mathematics education students in a state university in Eastern Visayas, Philippines. Frequency Analysis was employed in the study to determine the number of occurrences of the patterns stressing the cause for students placed under level 0 or unplaceable. Van Hiele Achievement Test was used to gather the students’ performance in geometry at all levels, namely: visualization, analysis, informal deduction, deduction, and rigor. The findings attested that only 13.1% of the students managed the third level of the Van Hiele Levels while 43.1% of them were unplaceable. Common patterns were drawn and describe to understand the consequences in geometric thinking ability at level 0. These observable patterns were grouped into core-remedial, topical-corrective, and close-corrective groups. The clusters will enable educational institutions to address the individual gaps in geometry.
Co-Authors Ghanine Rhea Mecate