Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors
This study investigates learning obstacles encountered by pre-service mathematics teachers in constructing proofs for geometric transformations, a topic that has not been extensively examined in previous research. In contrast to prior studies, this research identifies specific types of errors, as we...
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| Format: | Article |
| Language: | English |
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Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society
2025-07-01
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| Series: | Infinity |
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| Online Access: | https://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/5441 |
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| author | Talisadika Serrisanti Maifa Didi Suryadi Siti Fatimah |
| author_facet | Talisadika Serrisanti Maifa Didi Suryadi Siti Fatimah |
| author_sort | Talisadika Serrisanti Maifa |
| collection | DOAJ |
| description | This study investigates learning obstacles encountered by pre-service mathematics teachers in constructing proofs for geometric transformations, a topic that has not been extensively examined in previous research. In contrast to prior studies, this research identifies specific types of errors, as well as their interconnections, representing the first step in uncovering learning obstacles. The study followed the four steps of phenomenology: bracketing, intuiting, analyzing, and describing, using written tests and interviews to explore students' errors. The findings reveal that errors can be categorized into three types: visualization errors, conceptual errors, and procedural errors. The analysis of their interconnections revealed that conceptual errors were the primary factor contributing to both procedural and visualization errors. Analyzing these errors led to the identification of epistemological obstacles, which manifested when participants struggled to apply fundamental concepts—such as injectivity, surjectivity, and bijectivity—to more complex tasks. Therefore, the study concludes that the primary learning obstacle discovered is an epistemological obstacle. |
| format | Article |
| id | doaj-art-fa3c1cf58e7e498a9c7ffaf187bb9bb7 |
| institution | Kabale University |
| issn | 2089-6867 2460-9285 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society |
| record_format | Article |
| series | Infinity |
| spelling | doaj-art-fa3c1cf58e7e498a9c7ffaf187bb9bb72025-08-20T03:30:37ZengInstitut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' SocietyInfinity2089-68672460-92852025-07-0114367369410.22460/infinity.v14i3.p673-6944687Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errorsTalisadika Serrisanti Maifa0https://orcid.org/0000-0002-3255-5292Didi Suryadi1https://orcid.org/0000-0003-0871-8693Siti Fatimah2https://orcid.org/0000-0002-4379-9540Department of Mathematics Education, Universitas Pendidikan IndonesiaDepartment of Mathematics Education, Universitas Pendidikan IndonesiaDepartment of Mathematics Education, Universitas Pendidikan IndonesiaThis study investigates learning obstacles encountered by pre-service mathematics teachers in constructing proofs for geometric transformations, a topic that has not been extensively examined in previous research. In contrast to prior studies, this research identifies specific types of errors, as well as their interconnections, representing the first step in uncovering learning obstacles. The study followed the four steps of phenomenology: bracketing, intuiting, analyzing, and describing, using written tests and interviews to explore students' errors. The findings reveal that errors can be categorized into three types: visualization errors, conceptual errors, and procedural errors. The analysis of their interconnections revealed that conceptual errors were the primary factor contributing to both procedural and visualization errors. Analyzing these errors led to the identification of epistemological obstacles, which manifested when participants struggled to apply fundamental concepts—such as injectivity, surjectivity, and bijectivity—to more complex tasks. Therefore, the study concludes that the primary learning obstacle discovered is an epistemological obstacle.https://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/5441conceptual errorsepistemological obstaclesgeometric transformationsprocedural errorsvisual errors |
| spellingShingle | Talisadika Serrisanti Maifa Didi Suryadi Siti Fatimah Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors Infinity conceptual errors epistemological obstacles geometric transformations procedural errors visual errors |
| title | Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors |
| title_full | Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors |
| title_fullStr | Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors |
| title_full_unstemmed | Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors |
| title_short | Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors |
| title_sort | identifying learning obstacles in proof construction for geometric transformations conceptual procedural and visualization errors |
| topic | conceptual errors epistemological obstacles geometric transformations procedural errors visual errors |
| url | https://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/5441 |
| work_keys_str_mv | AT talisadikaserrisantimaifa identifyinglearningobstaclesinproofconstructionforgeometrictransformationsconceptualproceduralandvisualizationerrors AT didisuryadi identifyinglearningobstaclesinproofconstructionforgeometrictransformationsconceptualproceduralandvisualizationerrors AT sitifatimah identifyinglearningobstaclesinproofconstructionforgeometrictransformationsconceptualproceduralandvisualizationerrors |