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All Journal International Journal on Emerging Mathematics Education Journal of Science and Education (JSE)
Sieng, Veasna
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Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics

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Improving Students’ Visual Representation and Conceptual Understanding to Overcome Learning Difficulties in Geometry Using GeoGebra Sieng, Veasna; Thai, Heng
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i2.29834

Abstract

This study investigates the impact of using GeoGebra, a dynamic geometry software, to enhance students’ visual representation and conceptual understanding of Geometry, mainly focusing on vector concepts. The study involved 168 tenth-grade students in Phnom Penh, Cambodia. The research used a quasi-experimental design with control and experimental groups. The experimental group received instruction with GeoGebra, while the control group followed traditional methods. Data from pre-test and post-tests were analysed using descriptive statistics, Mann-Whitney U tests, and N-Gain scores. The results showed that the GeoGebra group had significantly higher N-Gain scores, indicating improved comprehension and problem-solving skills. The study suggests integrating dynamic geometry software into the curriculum to provide a more interactive learning experience and improve learning in Geometry.
Analysis of Geometry Units in the Mathematics Curriculum of Cambodia from the Perspective of Coherence SIENG, Veasna; Baba Takuya
Journal of Science and Education (JSE) Vol. 5 No. 1 (2024): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v5i1.335

Abstract

This study aims to analyse the units in the Cambodian mathematics curriculum on geometry from the perspective of coherence. Four of the recently revised mathematics syllabi of primary and secondary education in Cambodia published in 2018, the latest version available during the research period of 2022-2023, have been collected. The document analysis following the procedure of General Topic Trace Mapping (GTTM) was used because it embraces curriculum coherence. The results of the analysis revealed that the Cambodian mathematics curriculum on geometry lacks coherence in terms of the four points: (1) the relations of the subdomains and contents are not well-organised and unnecessarily repetitive; (2) the contents and sub-contents are poorly ordered and are not age-appropriate, due to some contents are addressed as a prerequisite and other contents have a higher level than the student’s grade level; (3) the relations of some contents, sub-contents, and their learning outcomes are not clearly specified, as through a lack of logical or conceptual connections within and across years; and (4) the domains, sub-domains, contents, sub-contents, and learning outcomes are not clearly related nor sequenced. These four points indicate the importance and necessity of improving the coherence of geometry units in Cambodia’s mathematics curriculum. This analysis focused on the content relation aspect among three internal coherence aspects. Further research should be done on the two other aspects of internal coherence, structural and pedagogical, as well as external curriculum coherence. Analysis of all these aspects will contribute to the holistic improvement of the curriculum.
Co-Authors Baba Takuya Thai, Heng