A RESEARCH ABOUT GEOMETRY

Geometry Research
In
EdMath 2 Subject
Plain and Solid Geometry (code 2114)
5:30-6:30
AUGUST 14,2019

Submitted to:
Mr. Emerson Dave Silutan

Submitted by:
Mary Ann Avila Futalan
NAME: JOY LIBUANGAN

Department of Teachers Education – BEED Generalist

1. How do you find Geometry as a Subject?

Answer: It requires critical thinking for us to answer the said subject.

2. Rate Geometry from 1- 10 then why?

Answer: 5. Kay nag kalisod ko sa proving.

3. For you what will happen to our lives if there is no Geometry?

Answer: So kung walay Geometry, maglisod tag determine sa measurements like

buildings. Kay ang buildings man gud inig mag paaa.. magpatukod tag buildings
kailangan man gyud ma measure nimo ang by…by… by ka sulok sulokan, basta!
para mahimo nato ang building. Tapos pag sa yuta man pud siya,ma…kung dili ta,
ug dili ta kabalo mag measure, instead na dako, instead na dako atung mabaligya
unya atu nalang matik matikon kay wa ta kabalo…so, kailangan jud makabalo ta..

4. If Geometry is a person, what would you tell him or her?

Answer: Kung tao ang geometry?… ang akong maiingon kay wala najuy sayo sayon
sa imuha? Kay nag sunggo sunggo najud among mga ilong…
 CONCLUSION

It is important for students who are just about to start Geometry, to spend a long time
learning this subject. Low achievement is a behavior; and therefore, can be modified.
So the suggestion would be not to label a student as a low achiever but to label the
behavior itself (for example, “a child can be achieving poorly in mathematics or
language” rather than a “low-achieving student”). There should be cooperation
between mathematics school teachers at different levels; and between mathematics
school teachers and university mathematics departments (Kuncar & Breigheith,
2002). Low-achieving students are aware of the label attached to them and the
effects of labelling on personality are well known. Labelling a student as a “low
achiever” ignores the positive outcomes of those areas in which the student does
succeed. Rogers (1961) mentioned that every individual has the potential for doing
well if favourable conditions are provided. Teachers can make use of this approach
in the following ways: (i) Teachers should act as facilitators whose duty is to create
an environment that is conducive for learning and engagement. (ii) Teachers should
not put up a professional or personal façade when dealing with underachieving
students. (iii) Teachers also need to empathize with the students (Ogbonnia, 2009).
Generally, spatial knowledge in mathematics refers to shapes and their properties. In
real-life use, on the other hand, “space” is used to refer to capacity or to a region that
is empty. It is important that when we are talking about space with low achievers, we
ensure that they understand what we mean by space. A range of modern techniques
and materials can be used for assisting them to learn spatial knowledge. These
include geoboards and Logo. Many of these materials are particularly useful for low
achievers in mathematics because they encourage physical action, visualization, and
so forth. Geo Leg manipulative tool can be used for improving students’ performance
in geometry (Pacilli, 2010). Teachers are suggested to use visuo-spatial
mathematical Chapter 5: Conclusion 178 instructional strategies to accommodate
the aspects of students’ visuo-spatial learning style more effectively than traditional
textbook instruction.
First of all when I do mathematics, I should just do it and approach it. Secondly, I
should treat mathematics like a game. It shouldn't be extremely serious. Curiosity
should be my driving force in solving problems . Plus, I should be more playful to
gain that "likening/love" as a motivation with the problems even if they're boring, dull
or easy. However, if the problem takes too much energy and time, I'll think of this
nursery rhyme:

"For every problem under the sun, there's a solution or there's none. If there be one,
think till you find it. If there be none, then never mind it." That last bit of the quote I do
not take 100% serious. If I put the problem off in the side, I won't put it off forever.
Instead when the time comes when I acquire the necessary knowledge(either be it a
month or year), I will get back to it.

Lastly, I should ignore all given advice on how I should go about doing math(I know
that sounds cocky or arrogant). But I am I and they are they. What works for me may
not work for them and vice verse. Another thing, is that I found that I was too focused
on getting advice in mathematics instead of actually doing mathematics. Here's a
quote that can perhaps add to what I mean:

"It's one of the best theories that when people give you advice , they're really just
talking to themselves in the past."- Austin Kleon

You probably got the whole point of my strategy; I'm redefining the way I approach
things and getting rid of the negative emotions in my head. This strategy is what I
have been doing for the past two days. As of now, this strategy is still working for
me.

Again, I want to emphasize these are my thoughts, and my thoughts are pretty
messy. Do not take it all too serious what I wrote as an overall character of me. Feel
free to critique what I wrote as well. I just wanted to share it as it might help other
people.