Didactic Design of Geometry Learning: A Congruent Case
- DOI
- 10.2991/assehr.k.200318.027How to use a DOI?
- Keywords
- learning obstacles, congruent, realistic mathematics education
- Abstract
The obstacles in learning geometry are especially the concepts of congruence and harmony that students often experience. The type of obstacle is that students do not understand the difference between the concept of congruence and the harmony of a two-dimensional figure. Another obstacle is that students often find it difficult to imagine that the similarity of triangles applies to all types of triangles. Difficulties experienced by students, especially in understanding the concept of “side” and the concept of “angle”. Students often cannot distinguish that two congruent flat shapes are not necessarily congruent and two congruent flat shapes are not necessarily congruent. The purpose of this research is to make a didactic design on congruence and harmony. The research method used is a mixed-methods. Specifically this research includes making a design, following the three stages of the Didactical Design Research (DDR) namely didactic situation analysis before learning (prospective analysis), methadactic analysis and retrospective analysis. Furthermore, based on students’ learning obstacles designed mathematics learning with a realistic approach to mathematics education.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Supandi AU - Widya Kusumaningsih AU - Lilik Ariyanto PY - 2020 DA - 2020/03/24 TI - Didactic Design of Geometry Learning: A Congruent Case BT - Proceedings of the 2nd International Conference on Education and Social Science Research (ICESRE 2019) PB - Atlantis Press SP - 144 EP - 147 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200318.027 DO - 10.2991/assehr.k.200318.027 ID - 2020 ER -