MSE2183

Assignment 2
UNISA 2022

Marius Regardt Nel

Student Number: 36205192
ID: 8208165067084
Assignment number: 189379
 DECLARATION REGARDING PLAGIARISM
DECLARATION

Name and student number: Marius Regardt Nel 36205192

Assignment topic: Geometry education

I declare that this assignment is my own original work. Where secondary material has been used (either
from a printed source or from the Internet), this has been carefully acknowledged and referenced in
accordance with departmental requirements. I understand what plagiarism is and am aware of the
department’s policy in this regard. I have not allowed anyone else to borrow or copy my work.

___________________________________
Signature: Date: 10/07/2022
Question 1:

1.1)
1.2) Activity 1.1
Name Description Picture
Ray In geometry, a ray can be defined as a part of a
line that has a fixed starting point but no end
point. It can extend infinitely in one direction.
On its way to infinity, a ray may pass through
more than one point. When naming a ray, it is
denoted by drawing a small ray on top of the
name of the ray.

Collinear In geometry, two or more points are said to be

collinear, if they lie on the same line. Hence the
collinear points are the set of points that lie on
a single straight line.

Coplanar The word "coplanar" means "lying on the same

plane". So obviously, "noncoplanar" means
"don't lie on the same plane". In geometry, we
study about two things with respect to
coplanarity:
•Coplanar points
•Coplanar lines

Congruent In geometry, congruent means identical in

shape and size. Congruence can be applied to
line segments, angles, and figures. Any two
line segments are said to be congruent if they
are equal in length. Two angles are said to be
congruent if they are of equal measure. Two
triangles are said to be congruent if their
corresponding sides and angles are equal.
Concurrent When two or more lines pass through a single
point, in a plane, they are concurrent with each
other and are called concurrent lines. A point
that is common to all those lines is called the
point of concurrency.

Midpoint In geometry, the midpoint is a point that is in

the middle of a line segment. It is the point that
divides a line segment into two congruent line
segments.
Intersecting lines Intersecting lines are lines that meet at a single
point, called the point of intersection.

Bisect Bisect means to divide into two equal parts.

You can bisect lines, angles, and more. The
dividing line is called the bisector.

Diagonal A diagonal is a line segment joining two

vertices of a polygon or polyhedron, when
those vertices are not on the same edge.
Informally, any sloping line is called diagonal.

Perpendicular Perpendicular means "at right angles". A line

meeting another at a right angle, or 90° is said
to be perpendicular to it.
Parallel Parallel sides, lines, line segments, and rays
are two lines that are always the same distance
apart and never meet.

1.3) Activity 1.2

Page 33 1)
Point Any pixel on the photograph can be seen as a point.
The ball could be seen as a point.
Where the two lines on the field meet could be seen as a point.

Segment The lines on the spherical ball divides the ball in segments.
The different pieces of material in the circular parachute could be seen
as segments.
The ropes connecting the parachute to the point where the woman's
hands are could be seen as segments.
Plane The basketball court could be seen as a plane; although the earth is
round it would be a wrong conjecture.
The backboard of the basketball net could be seen as a plane.
The water of the ocean could be seen as a plane.
Collinear points The line on the court could be seen as infinite collinear points.
The taught rope connecting the woman to the boat could be seen as
infinite collinear points.
Coplanar points The lines marking out the whole basketball court could be seen as being
coplanar to the basketball court. In effect any point on the basketball
court could be seen as a coplanar point to the basketball court.
Any points on the surface of the water could be seen as coplanar to one
another.

2) Line PT
Line TP

Page 38 8)
Midpoint values (a) Notice (b)
Figure 1 Midpoint(x) AC = (x1+x2)/2 = 1) Midpoints are the same.
(3+8)/2 = 5.5
Midpoint(y) AC = (y1+y2)/2 =
(13+0)/2 = 6.5
Midpoint AC = (5.5, 6.5)

Midpoint(y) BD = (x1+x2)/2 =
 (8+3)/2 = 5.5
Midpoint(y) BD = (x1+x2)/2 =
(13+0)/2 = 6.5
Midpoint DB = (5.5, 6.5)
Figure 2 Midpoint(x) AC = (x1+x2)/2 = 1) Midpoints are the same.
(10+22)/2 = 16
Midpoint(y) AC = (y1+y2)/2 =
(5+8.5)/2 = 6.25
Midpoint AC = (16, 6.25)

Midpoint(y) BD = (x1+x2)/2 =
(16+16)/2 = 16
Midpoint(y) BD = (y1+y2)/2 = ()/2
= 6.25
Midpoint DB = (16, 6.25)

Figure 3 Midpoint(x) AC = (x1+x2)/2 = 1) Midpoints are the same.

(24+35.5)/2 = 29.75
Midpoint(y) AC = (y1+y2)/2 =
(1+10)/2 = 5.5
Midpoint AC = (29.75, 5.5)

Midpoint(y) BD = (x1+x2)/2 =
(30+29.5)/2 = 29.75
Midpoint(y) BD = (y1+y2)/2 =
(10+1)/2 = 5.5
Midpoint DB = (29.75, 5.5)

1.2)
1.4) 11 a) An octagon is a polygon that has eight sides.
b) A concave polygon is a polygon that has a diagonal outside.
c) A 20-gon, also called an icosagon, is a polygon that has 20 sides.
d) An equilateral polygon is a polygon that sides are the same length.

13-

It has 9 diagonals.
 17-a) a = 44
b = 58
c = 34
b) Angle T = Angle P = 87º
Angle I = Angle W = 165º

20)

23- P = 16+x+8+x+8+(x-3)+(x-3)
= 32-6+4x
= 26+4x
94 = 26+4x
68 = 4x
x = 17
Thus AB = x-3
= 17-3
= 14m
and CD = x+8
= 17 + 8
= 25m
 1.6) 15- T = (5, 6)
16- I = (4, -2)
S = (9, 0)
17- I = (-1, -5)
S = (-3, 0)
18- A = (-5, -2)
N = (-7, 1)
21-a) right scalene
b) right isosceles

1.3)
2.1) 15- Line CP is perpendicular to line AB
Line k is perpendicular to line i
Line k is perpendicular to line j
Line EF is parallel to line GH
Line i is parallel to line j
16- Perimeter of 1st figure is 6cm
Perimeter of 2nd figure is 10cm
Perimeter of 3rd figure is 14cm
Thus A = 6
d=4
n=8
Ta = a +(n-1)d
= 6 + (7)4
= 34cm
25- The three undefined terms of geometry are a point, line, and a plane.
28- The point where the two sides of an angle meet is the vertex of the angle.

2.5) 9- No it is not true. Angles can be supplementary and not on the same line.
 18- It must be the 4 of diamonds because if any of the other card were turned some of
the spades, clovers or hearts would have changed places. The 4 of diamonds is
symmetrical.
19- A circle's is a full rotation of 360º around the center point. If we divide the circle in
16 equal pieces. The angle at the center would be
360/16
= 22.5º
28- Point M is the midpoint of segment AY.
Deductive reasoning.

Question 2:

2.1)

2.1.1) Level 1. Visualization : At this stage, a child's attention is on distinct shapes, which they are
learning to categorize by evaluating their overall appearance.
Level 2. Descriptive: At this level, the shapes start to carry the properties of the objects. The
youngster has learnt to examine classes of shapes as having properties, and these are the
thought objects.
Level 3. Abstraction: Properties are arranged at this level. The pupil has learned to connect
geometric properties deductively, which are the subjects of thought.
Level 4. Formal deduction: Students at this level are aware of what deduction means. Deductive
reasoning (simple proofs), which the learner learns to combine to create a system of formal
proofs, is the subject of thought.
Level 5. Rigor: At this level, a mathematician's understanding of geometry is required. The notion
that definitions are arbitrary and need not truly refer to any physical realization is understood by
students.
2.1.2) Hierarchical and sequential layers are used. Students must have mastered a significant portion of
the lower levels in order to function properly at one of the advanced levels in the van Hiele
hierarchy. Instruction determines student progress more so than age or biological maturation
does, from one level to the next. Students cannot skip stages and yet gain comprehension
(memorization is not a significant feature at any level); instead, understanding involves working
through specific phases of instruction. Teachers can compress subject matter to a lower level,
resulting to rote memorization.
2.1.3) Level 0. Precognition: At the pre-recognition level, children see geometric shapes, but they could
only attach importance to a portion of a shape's visual characteristics due to a lack of perceptual
activity. They cannot recognize many familiar shapes. They can tell the difference between
rectilinear and curved figures, but not between those in the same class.
2.1.4) Level 1. “That is a square”.
Level 2. “The shape has 4 side of equal length and angles are 90 degrees each”.
 Level 3. “All squares are rectangles but not all rectangles are squares”.
Level 4. “If the rectangle's sides are equal in length it has to be a square”.
Level 5. “If a cyclic quadrilateral sides are parallel and one angle is 90 degrees, the shape is a
square”.
2.1.5) Students become familiar with the subject and start to understand its organization. Teachers
introduce a novel concept and let the pupils work with it. Students engage in activities that let
them investigate implicit links. Teachers suggest somewhat structured exercises that help
students become familiar with the characteristics of the new idea they are learning. Students
share what they have learned while also introducing new language. The experiences of the
students are connected to common linguistic symbols. Students complete more challenging
exercises that help them understand the material's web of relationships. They are familiar with
the studied properties, but they still need to become fluent in navigating the network of
relationships in diverse contexts. Students write a summary of their lessons and memorize them.
A summary of everything the students have learnt may be given by the teacher.

2.2)

2.2.1) All geometrical figures are mental constructions that combine conceptual and figurative qualities.
The relationship between these two elements—the figural and the conceptual—defines
geometrical thinking. While it is essential for pictures and concepts to interact in the subject of
geometry, there may be some friction between them from the student's point of view.
2.2.2) Perceptual perception of a figure and mathematical perception are inherently incompatible, as
demonstrated by the fact that "difficulties in moving from perceived features of a figure can
mislead students as to the mathematical properties and objects represented by a drawing, and
can obstruct appreciation of the need for the discovery of proofs." Duval makes the case that
"specific and separate learning of operative as well as of discussive and sequential apprehension
are essential" from a teaching standpoint.
2.2.3) One of the eight categories of learning styles listed in Howard Gardner's Theory of Multiple
Intelligences are visual-spatial learning styles. The ability to recognize, interpret, and
comprehend visual information in their environment is referred to as having a visual-spatial
learning style or having a visual-spatial intelligence. In essence, they are able to mentally
visualize ideas. People with this learning style frequently favor visual learning because they like
to think visually. Although they excel at perceiving the "big picture," they occasionally ignore the
specifics.
2.2.4)
Name Similarities Differences
Van Hiele theory Works with figural and perceptual Has different levels of cognition.
geometrical thinking.
Fischbein's theory Similar to van Hiele's 2nd level. Geometry has a spatial and
abstract component.
Duval's theory Similar to van Hiele's 4th level. Figural and mathematical
perception are incompatible.
What a student perceives could
differ from the characteristics of
the geometry and create false
concepts.
Spacial operational capacity Similar to van Hiele's first level. Focuses more on the visual-
model spatial and not the other levels of
cognition lke van Hiele's theory.

2.3)

Platonic solid (Name) Structure Atom assigned Number of faces

1) Regular Tetrahedron Fire 4
2) Regular Icosahedron Water 20

3) Regular Air 8
Octahedron
4) Regular Hexahedron Earth 6

5) Regular Cosmos 12
Dodecahedron
Reference list:

1) https://www.mathsisfun.com/definitions/coplanar.html#:~:text=Coplanar. Lying on a common

plane. 3 points,have a plane that they are all on.
2) https://byjus.com/maths/collinear-points/#:~:text=In geometry%2C two or more points are
said,being “in a row” or “in a line”.
3) https://www.splashlearn.com/math-vocabulary/geometry/ray
4) https://www.cuemath.com/geometry/congruent/
5) https://www.mathdoubts.com/concurrent-lines/
6) https://study.com/academy/lesson/what-are-intersecting-lines-definition-examples.html
7) https://galau.iliensale.com/in-geometry-what-is-bisects
8) https://www.splashlearn.com/math-vocabulary/geometry/perpendicular
9) https://www.splashlearn.com/math-vocabulary/geometry/diagonal
10) https://mathopenref.com/perpendicular.html#:~:text=Perpendicular means "at right angles". A
line meeting,line AB is perpendicular to the line DF.
11) https://www.researchgate.net/publication/
279652830_Theoretical_frameworks_for_the_learning_of_geometrical_reasoning
12) Sharma, S. (2019). Use of theories and models in geometry education: A critical review. Waikato
Journal of Education, 24 (1), 43 – 54. <https://doi.org/10.15663/wje.v24i1.644>