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/).

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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  -