Improving Problem-Solving Skills with the Help of Plane-Space Analogies
Keywords:
Problem solving, Plane-space analogies, GeoGebra, Teaching, Secondary school
Abstract
We live our lives in three-dimensional space and encounter geometrical problems (equipment instructions, maps, etc.) every day. Yet there are not sufficient opportunities for high school students to learn geometry. New teaching methods can help remedy this. Specifically our experience indicates that there is great promise for use of geometry programs, GeoGebra and DGS, combined with plane space analogies for the development of spatial thinking and problem-solving skills in the three dimensions of solid geometry.
Downloads
Download data is not yet available.
References
Cižmešija, A., & Milin-Šipuš, Ž. (2012). Spatial ability of students of mathematics education in Croatia evaluated by the Mental Cutting Test. Annales Math. et Inf., 40, 203-216.
Gorska, R., & Jušcakova, Z. (2007). TPS Test Development and Application into Research on Spatial Abilities. Jour. Geom. Graph., 11, 223–236.
Hoffmann, M., Németh, B., & Sörös, Cs. (2007). Typical Mistakes in Mental Cutting Test and Their Consequences in Gender Differences. Teaching Mathematics and Computer Science, 5(2), 385–392.
Hoffmann, M., & Németh, B. (2006). Gender differences in spatial visualization among engineering students. Annales Mathematicae et Informaticae, 33, 169–174
Leclére, P., & Raymond, C. (2010). Use of the GeoGebra software at upper secondary school, FICTUP Public case report, INPL, France.
Lénárd, F. (1978). A problémamegoldó gondolkodás. Budapest: Akadémiai Kiadó.
Lord, T. R. (1985). Enhancing the Visuo-spatial Aptitude of Students. Journal of Research in Science Teaching, 22, 395–405.
McGee, M. G. (1979). Human Spatial Abilities: Psychometric studies and environmental, genetic, hormonal and neurological influences. Psychological Bulletin, 86, 899–918.
Nagy-Kondor, R. (2007). Spatial ability of engineering students. Annales Mathematicae et Informaticae, 34, 113–122.
Nagy-Kondor, S. (2012). Engineering students’ spatial abilities in Budapest and Debrecen. Annales Math. et Inf., 40, 187-201.
Nagy-Kondor (2010). Spatial Ability, Descriptive Geometry and Dynamic Geometry Systems. Annales Math. et Inf., 37, 199-210
Nagy, L. (2000). Analógiák és az analógiás gondolkodás a kognitÃv tudományok eredményeinek tükrében. Magyar Pedagógia.
Pólya, Gy. (1985). A problémamegoldás iskolája I. Budapest: Typotex Kft.
Pólya, Gy. (1988). A gondolkodás iskolája. Budapest: Typotex Kft.
Pólya, Gy. (1988). A problémamegoldás iskolája II. Budapest: Typotex Kft.
Pólya, Gy. (1989). A plauzibilis következtetés. Budapest: Gondolat Kiadó.
Pólya, Gy. (1989). Indukció és analógia. Budapest: Gondolat Kiadó.
Reiman, I. (1986). A geometria és határterületei. Budapest: Gondolat Kiadó.
Schröcker, H.-P., Stachel, H., Tsutsumi, E., & Weiss, G. (2005). Evaluation of Students’ Spatial Abilities in Austria and Germany. Jour. Geom. Graph., 9, 107–117.
Gorska, R., & Jušcakova, Z. (2007). TPS Test Development and Application into Research on Spatial Abilities. Jour. Geom. Graph., 11, 223–236.
Hoffmann, M., Németh, B., & Sörös, Cs. (2007). Typical Mistakes in Mental Cutting Test and Their Consequences in Gender Differences. Teaching Mathematics and Computer Science, 5(2), 385–392.
Hoffmann, M., & Németh, B. (2006). Gender differences in spatial visualization among engineering students. Annales Mathematicae et Informaticae, 33, 169–174
Leclére, P., & Raymond, C. (2010). Use of the GeoGebra software at upper secondary school, FICTUP Public case report, INPL, France.
Lénárd, F. (1978). A problémamegoldó gondolkodás. Budapest: Akadémiai Kiadó.
Lord, T. R. (1985). Enhancing the Visuo-spatial Aptitude of Students. Journal of Research in Science Teaching, 22, 395–405.
McGee, M. G. (1979). Human Spatial Abilities: Psychometric studies and environmental, genetic, hormonal and neurological influences. Psychological Bulletin, 86, 899–918.
Nagy-Kondor, R. (2007). Spatial ability of engineering students. Annales Mathematicae et Informaticae, 34, 113–122.
Nagy-Kondor, S. (2012). Engineering students’ spatial abilities in Budapest and Debrecen. Annales Math. et Inf., 40, 187-201.
Nagy-Kondor (2010). Spatial Ability, Descriptive Geometry and Dynamic Geometry Systems. Annales Math. et Inf., 37, 199-210
Nagy, L. (2000). Analógiák és az analógiás gondolkodás a kognitÃv tudományok eredményeinek tükrében. Magyar Pedagógia.
Pólya, Gy. (1985). A problémamegoldás iskolája I. Budapest: Typotex Kft.
Pólya, Gy. (1988). A gondolkodás iskolája. Budapest: Typotex Kft.
Pólya, Gy. (1988). A problémamegoldás iskolája II. Budapest: Typotex Kft.
Pólya, Gy. (1989). A plauzibilis következtetés. Budapest: Gondolat Kiadó.
Pólya, Gy. (1989). Indukció és analógia. Budapest: Gondolat Kiadó.
Reiman, I. (1986). A geometria és határterületei. Budapest: Gondolat Kiadó.
Schröcker, H.-P., Stachel, H., Tsutsumi, E., & Weiss, G. (2005). Evaluation of Students’ Spatial Abilities in Austria and Germany. Jour. Geom. Graph., 9, 107–117.
Published
2013-12-31
How to Cite
Budai, L. (2013). Improving Problem-Solving Skills with the Help of Plane-Space Analogies. Center for Educational Policy Studies Journal, 3(4), 79–98. https://doi.org/10.26529/cepsj.224
Section
FOCUS
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
