An Overview of Geometry Curriculum and Its Understanding by Albanian Students

Yıl 2023, , 56 - 62, 30.12.2023

Eriola Sıla Silvana Lıftaj

https://doi.org/10.55549/epess.1413311

Öz

In recent years, the Mathematics curriculum of pre-university education in Albania has undergone several reforms, which reflected changes in teaching and learning methods, but also in the reduction or expansion of various teaching topics. As a result, geometric topics have been the subject of these implemented reforms. Mainly, it is focused on geometric transformations, polygons, circles, geometric bodies, and two-dimensional vectors. Meanwhile, the curriculum of Geometry in programs such as Mathematics, Engineering, and Physics has not been revised by this reform. This paper aims to investigate the situation and to give ideas on methods and ways that have the potential to transform and reduce this gap that has been created in the treatment of Geometry in pre-university and university education.

Anahtar Kelimeler

Geometry curriculum, Teaching method, Conceptual error, Procedural error

Kaynakça

• Ada, T. & Kurtulus, A. (2010). Students’ misconceptions and errors in transformation geometry. International Journal of Mathematics Education in Science and Technology, 41(7), 901-909.
• Bassarear, T. (2012). Mathematics for elementary school teachers. (5th ed.). London: Brooks/Cole.
• Fearnley, S., Haighton, J., Lomax, S., Mullarkey, P., Nicholson, J., & Nixon, M.(2016.) Matematika 10-11, Pjesa 1. Botime Pegi.