A Pedagogical Synergy of Visualization Pictures and Scenarios to Teach the Concept of Parallelograms

Abstract

Many problems in geometry require students to perform a
number of steps in a particular order using congruence theorems.
According to “the Mathematics Intermediate Level – 8th year Book,
Puissance Collection” set by the mathematics curriculum in Lebanon, a
new spirit conserving the individual construction of notions is advised.
However, in practice this new spirit is not smoothly delivered to
students. In this study, we observed the effect of the Active Learning
Process in the chapter of “Parallelograms” in the 8th grade Math classes
on students’ academic realization, concept learning and approach
changes, according to their results combined with their feedback. It was
detected that after comparing the test scores of the active learning model
which uses figures and models is more successful than the traditional
teaching methods since there was a rise in success in students’ results.