DEVELOPING POSITIVE ATTITUDES TOWARDS NON-EUCLIDEAN GEOMETRY

https://doi.org/10.5281/zenodo.14235553

Authors

  • Abdullah Kurudirek Department of Mathematics Education, Tishk International University, Erbil, Iraq Author
  • Zarekeeva M Department of Economics and Humanities, Nukus branch of the Samarkand State University, Uzbekistan Author
  • Yuldasheva F Department of Economics and Humanities, Nukus branch of the Samarkand State University, Uzbekistan Author
  • Mirzabaeva U Department of Economics and Humanities, Nukus branch of the Samarkand State University, Uzbekistan Author

Keywords:

Attitudes, confidence, high school students, non-Euclidean geometry, student perspective, teacher support

Abstract

This paper describes one teacher's attempts to teach critical geometry understandings to a Grade 11 class in methods that interest students and help them advance positive impressions of their capacity to master basic ideas of non-Euclidean geometries in a rigorous and symbolic way [1,2,3]. This study offers a four-week geometry intervention that connects concrete representations with symbolic expressions and figures by carefully using formal geometry language. The teacher expressed his hope that interventions like this will motivate more students to pursue advanced geometry courses in college.The study gathered information on student perceptions of their learning experiences, including impressions of non-Euclidean geometries as a subject domain, participation in activities, geometric understanding development, and classroom discourse quality. This study discovered that students appreciated classroom conversation far more than they did traditional geometry learning activities. Besides these findings have ramifications for both in-service and pre-service teacher education.

References

Kurudirek, A. (2023). Illuminating high school students with some interesting non-euclidean geometries in the plane. Int J Stat Appl Math; 8(4):63-68. https://doi.org/10.22271/maths.2023.v8.i4a.1100

Kurudirek, A. (2022). Methods of using non-Euclidean geometry concepts in the educational process. Bull. Inst. Math., Vol.5, No1, pp. 1-5.

Kurudirek, A., & Akca, H. (2015). Huseyin. Explanation of Distance, Kinematic and Isometry to High School Students from Different Perspective. International Research in Education, 3(1):103-110. http://dx.doi.org/10.5296/ire.v3i1.7036.

Norton, S., & Irvin, J. (2007). Developing Positive Attitudes Towards Algebra. Mathematics: Essential Research, Essential Practice, Volume 2 Proceedings of the 30th annual conference of the Mathematics Education Group of Australasia.

Nazarovich, S.T., & Kurudirek, A. (2024). An Overview of Existing Problems in Teaching the Science ”Fundamentals of Geometry”. International Journal of Social Sciences & Educational Studies, 11(2), 91-106. https://doi.org/10.23918/ijsses.v11i2p91

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Published

2024-11-15

How to Cite

Abdullah , K., Zarekeeva , M., Yuldasheva , F., & Mirzabaeva , U. (2024). DEVELOPING POSITIVE ATTITUDES TOWARDS NON-EUCLIDEAN GEOMETRY: https://doi.org/10.5281/zenodo.14235553. International Scientific and Practical Conference, 1(1), 419-422. https://bestjournalup.com/index.php/ispc/article/view/710