The effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students
Maha Abdul Kareem Fraihat 1 * , Amal Abdallah Khasawneh 1, Ali Ahmad Al-Barakat 1 2
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1 Department of Curricula and Teaching Methods, Yarmouk University, Irbid, JORDAN
2 Department of Education, University of Sharjah, Sharjah, UAE
* Corresponding Author

Abstract

This study investigated the effect of situated learning environment in enhancing mathematical reasoning and proof among tenth grade students. To achieve the aim of the study, a pre-post-test of mathematical reasoning and proof was used, and its validity and reliability were verified. The sample of the study consisted of 50 female students who were distributed equally into two groups; the experimental who were taught the circle unit in geometry by situated learning environment, and the control group who were taught by the traditional method. The results indicate a significant improvement in the students’ ability of reasoning and proof in favor of the experimental group. Moreover, a diversity of mathematical reasoning and proof strategies were used by the experimental group.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/12088

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 6, Article No: em2120

Publication date: 14 May 2022

Article Views: 571

Article Downloads: 343

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