Epistemological Obstacle in 3D Geometry Thinking: Representation, Spatial Structuring, and Measurement
DOI:
https://doi.org/10.47750/pegegog.13.04.34Keywords:
epistemological obstacle, 3D geometry, construction of thinking representation, spatial structuring, measurementAbstract
3D geometry is an essential concept in mathematics because it relates to real-world experiences and numerous mathematical topics. However, some students still have difficulty understanding this geometry. Therefore, this study identifies and describes students' epistemological obstacles in the dimensions of representation, spatial structure, and measurement of 3D geometric shapes. This study was carried out using an exploratory case study design with the purposive sampling method used to obtain data from26 students from three junior high schools in Indramayu Regency, Indonesia, through tests and interviews. The data collected were analyzed, synthesized, and described based on the framework that had been prepared. The result showed that students experience epistemological obstacles in performing a series of 3D geometric thinking tasks. They experience difficulties translating the representative model from 2D to 3D and determining the number of unit cubes of the 3D shape. Meanwhile, in the measurement dimensions, students experience difficulties in calculating surface area and comparing volumes of 3D geometric shapes. Therefore, to minimize the epistemological obstacle experienced by students in understanding the concept of 3D geometry, an educator needs to pay attention to the didactic aspects and characteristics of the material.
epistemological obstacle, 3D geometry, construction of thinking representation, spatial structuring, measurement
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