Situated learning of geometry concepts in middle school mathematics

Abstract

An extensive evaluation of how 7th grade students learn two- and three- dimensional geometry can help teachers provide students with the optimal environment for student learning to take place. This study used the ''Filling and Wrapping'' unit of Connected Mathematics in evaluating how students learn. Students were placed in a situated learning environment which permitted students to develop mathematical proficiency strands of conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition. This study showed students who encompassed each mathematical proficiency strand were able to understand two- and three-dimensional geometry. Students were also able to apply conceptual knowledge of area of squares and volume of rectangular prisms to area of circles and volume of cylinders. Pre-tests and posttests were analyzed to determine if students could apply their conceptual knowledge to standardized tests as well as to establish how a student's van Hiele level affected conceptual development. Students taught in a situated learning environment were able to apply their conceptual understanding of two- and three- dimensional geometry to standardized tests without standardized testing preparations from the teacher prior to either the pre-test or posttest. Students' van Hiele levels influenced student learning and were a predictor of conceptual development. Therefore, if teachers focus their instruction to the learning processes necessary for students to build a conceptual framework, students should not only perform better on standardized tests, but should also possess problem solving skills necessary for the future.