Volume 08 Issue 03 March 2025
1Wei Liu, 2Huda Affas, 3David Osmond
1,2,3Hillcrest Christian College, Crest Education, Australia
DOI : https://doi.org/10.47191/ijsshr/v8-i3-24Google Scholar Download Pdf
ABSTRACT
Geometry reasoning is an ability that helps students build their thinking skills in logic structures, deductive reasoning, analytical reasoning, and problem-solving. Geometric proof is a key indicator to develop those skills. However, writing proofs is challenging for students, especially those unwilling to work hard. This case study used a mixed method to explore Year 10 students' geometry reasoning abilities in proving geometric questions and aims to find effective strategies for teaching proof. Data were collected through tests, demonstrated in percentages, and van Hiele’s model rubric was applied to analyse students' geometry reasoning levels. Four examples representing different reasoning levels were examined, discussed and combined with the interviewed data from the 10 participants, strategies that targeted students' needs were summarised for future planning and teaching. Qualitative data were categorised and themed to provide details for teaching and learning. The study’s results showed that about 88 % of students belonged to levels III and IV, while, about 12% of students, whose level belonged to Levels I and II needed support in writing proof. The results of this study suggest that effective teaching methods and strategies are required to support students’ geometry reasoning abilities.
KEYWORDS:geometry reasoning, geometry proofing, geometry learning, mathematical ability
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