Identifying the Level of Knowledge of Geometry Teachers

Topics: Mathematics, Dimension, Question Pages: 5 (1550 words) Published: May 6, 2013


This project paper is group work to be performed in the semester four in our study and involving at least three members in a group. The objective of this project is to identify the level of knowledge of teachers engaged on the topic shapes and geometric. In addition, the purpose of this project is to find the errors and misconceptions made ​​by teachers when answering test questions given. Name of the members of this group are Masliza bt Mohamad Razali, Hasnita bt Abdul Halim and Azley bin Hj Salleh.

First is as known, shapes is the form of an object - how it is laid out in space (not what it is made of, or where it is). Shapes in the form of mathematical topics consist of two-dimensional shapes and three-dimensional. Two dimensions shape is a shape that only has two dimensions (such as width and height) and no thickness. Two dimensions shape, including square, rectangle, circle, and also triangle. Three dimensions shape have length, width, and depth (or height). Three dimension shapes is shape like a cube, cuboid, cylinder, pyramid, cone and sphere. The topics shapes and space has begun to be taught by a teacher in primary school.

While the geometry mean the area of mathematics that deals with points, lines, shapes and space. Geometry divided into two types such as plane geometry and solid geometry. Plane Geometry is about flat shapes like lines, circles and triangles. shapes that can be drawn on a flat surface called a Plane (it is like on an endless piece of paper). Solid Geometry is about solid (3-dimensional) shapes like spheres and cubes. Geometry topics taught in high school or secondary students.


Instrument or test paper have been answered by all group members within 45 minutes and involves four questions. All questions are involved Shapes and Geometry topic and require the calculation. After completing the answer, we asked to change the paper and check the answers together.Based on the test results, it was found Masliza got 14 marks out of 30, Hasnita got 15 marks out of 30 and Azley get 16 marks out of 30. This means Azley or me have got the highest marks, so I've become the interviewer to complete the project report for our group. I have interviewed two members of my group on errors and misconceptions they have done. The result was an interview I had was as follows.

For the first question that involves extensive search for area of the wall to be painted and the amount of paint needed to paint the walls of two layers. Based on the calculations made ​​by both of them, and found it had calculated correctly and draw a diagram based on the description command of the question. Hasnita use alphanumeric symbols such as A and B and name the parts such as ‘window’ and ‘door’ to represent the area of ​​the calculated, while Masliza used a diagram of square and name the parts such as ‘window’ and ‘door’ to represent the area of the calculated. Masliza have got 9 points out of 11 and Hasnita got 10 marks out of 11. Both of them made a mistake because do not use the exact formula to calculate the amount of paint cans. This case occurring because arise some confusion in identify right formula . Other than that confusion in using scientific calculator also between contributing factor to their score lack. Hasnita have advantages compared Masliza because she got last scored for the calculation of two coats of paint. Masliza made a mistake because she did not read the question correctly and overlooked the word 'two coats' in the question. As the conclusion, both of them were using the road into a systematic and understandable.

For the second question, Masliza get three marks while Hasnita only get two marks. Both of them scored through accurate drawings and write the correct measurements. Masliza get one mark again after writing half are considered correct calculation formula. She has included a calculation for a flat surface area (base and top) of the cylinder and add them...
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