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Minie Rose Caramoan Lapinid
De La Salle University - Manila
Education Mathematics

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Journal : Jurnal Infinity

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STUDENTS’ GEOMETRIC THINKING ON TRIANGLES: MUCH IMPROVEMENT IS NEEDED Joanne Ramirez Casanova; Claudeth Cathleen Canlas Cantoria; Minie Rose Caramoan Lapinid
Jurnal Infinity Vol 10, No 2 (2021): VOLUME 10, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v10i2.p217-234

Abstract

A look into students’ misconceptions help explain the very low geometric thinking and may assist teachers in correcting errors to aid students in reaching a higher van Hiele geometric thinking level. In this study, students’ geometric thinking was described using the van Hiele levels and misconceptions on triangles. Participants (N=30) were Grade 9 students in the Philippines. More than half of the participants were in the van Hiele’s visualization level. Most students had imprecise use of terminologies. A few had misconceptions on class inclusion, especially when considering isosceles right triangles and obtuse triangles. Very few students correctly recognized the famous Pythagorean Theorem. Implications for more effective geometry teaching are considered.
Utilizing lesson study in teaching synthetic division for procedural fluency in a post-pandemic classroom Jessa Christine Dedal Agsalon; Joy Meribeles Anore; Hanna Arnedo Salinas; Princess Pera Dipasupil; Minie Rose Caramoan Lapinid
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p193-206

Abstract

Rigid planning, implementation, and evaluation of the learning activities has proved crucial in reflective teaching practice, especially in collaboration through a lesson study. This study was conducted in the Philippine post-pandemic context with the aim of using lesson study to improve lesson delivery in a HyFlex classroom setup in teaching synthetic division for procedural fluency. Participants included four collaborating full-time teachers and an intact class of twenty-two online and seventeen in-person learners. Research instruments were a self-assessment tool, classroom observation, and a focus group discussion. Most students could perform synthetic division but some failed to achieve procedural fluency due to poor prior knowledge in performing operations on real numbers and arranging terms in descending order of degree, and inadequate understanding of the concepts behind the algorithm. These findings underscore the importance of striking a balance between procedural fluency and conceptual understanding in a lesson. The challenges in conducting lesson study were difficulty in scheduling and conducting online meetings. The challenges in implementing the research lesson were intermittent and weak internet connection, HyFlex learning classroom management, and getting students to express their mathematical ideas. On the basis of these findings, the research lesson is then revised and improved for future implementation.
Co-Authors Claudeth Cathleen Canlas Cantoria Gilbert Gumarao Baybayon Hanna Arnedo Salinas Jessa Christine Dedal Agsalon Joanne Ramirez Casanova Joy Meribeles Anore Princess Pera Dipasupil