Comprehending and formulating strategies for geometry problems that require higher-order thinking skills (HOTS) is crucial in enhancing mathematics education. This study implements a qualitative case study approach to comprehend how prospective mathematics teachers with varying Adversity Quotients (AQ) solve geometry Higher-Order Thinking Skill…

Visualization and argumentation are central processes in the learning of geometry, giving rise to specific lines of research in mathematics education. However, it is worth asking whether they should be developed independently or if it is possible and in what way an articulation between them can be promoted. The objective of this paper is to search…

Teacher gestures support mathematics learning and promote student collaboration. Aligned with speech, gestures can help students to notice the important visual information of geometry tasks. However, students' visual attention to the teacher's gestural cues during collaborative problem solving remains a largely unexplored field in mathematics…

The ability to solve geometric construction problems is justly regarded as an essential component of mathematical culture. The dynamic, general nature of objects provided by dynamic geometry systems allows the development of intuitive methods for solving construction problems. The core mathematical concept underlying this approach is the loci…

Problem solving is one of the high-level thinking skills and essential in teaching mathematical concepts and procedures. The eye-tracking method allows educators to see and interpret different problem-solving behaviours of students. The purpose of this study was to investigate the problem-solving behaviours of university students based on eye…

This exploratory qualitative case study design aims to examine the mathematization process employed by pre-service mathematics teachers during instruction grounded in Realistic Mathematics Education (RME) within Plane Geometry. It was studied as this shall have a cascading effect on the teaching-learning of schools. Carried out at a teacher…

This paper seeks to answer the question: How does the handling of the contradictions that emerge in activities of initial mathematics teacher education contribute to the learning of geometric knowledge when pre-service teachers and the teacher educator solve geometric construction problems with GeoGebra? A dialectical-materialist approach is used…

This qualitative case study, grounded within the interpretive paradigm, analyzed the errors and misconceptions made by 11th-grade learners when tackling the tangent-chord theorem task in Euclidean geometry. Studying Euclidean geometry helps learners develop critical thinking skills, such as constructing arguments and applying logical reasoning.…

Two problems, both from Gaspar Nicolas' "Tratado da Prática d'Arismética", published in 1519 are considered in this study. The tasks were carried out using pencil, paper and students from Portuguese schools. The aim was to explore the following students' performances: 1. The students were able to recognize the "error",…

The aim of this study is to characterize ways of reasoning and arguing that first year university mathematics students exhibit in problem-solving activities from a course that emphasizes the importance of formulating conjectures and the search for different ways to support or validate them. The use of a Dynamic Geometry System in the…

In the present study, the effects of using dynamic geometry software in active learning framework on students' problem posing skills and their views about problem posing were examined. The participants consisted of 16 eighth-grade students. Data were collected by problem posing tests, open-ended questions, student diaries, and dynamic geometry…

This study investigates how learners collaboratively construct embodied geometry knowledge in shared VR environments. Three groups of in-service teachers collaboratively explored six geometric conjectures with various virtual objects (geometric shapes) under the guidance of a facilitator. Although all the teachers were in different physical…

This study investigates how learners collaboratively construct embodied geometry knowledge in shared VR environments. Three groups of in-service teachers collaboratively explored six geometric conjectures with various virtual objects (geometric shapes) under the guidance of a facilitator. Although all the teachers were in different physical…

In mathematics, problem-solving can be considered to be one of the most important skills students need to develop, because it allows them to deal with increasingly intricate mathematical and real-life issues. Often, teachers attempt to try to link a problem with a drawn diagram or picture. Despite these diagrams, whether given or constructed, the…

For a century and a half, the scene of mathematics competitions underwent a remarkable transformation from isolated and geographically scattered events to a full-scale and a full-featured vibrant global ecosystem comprising an impressive variety of competitions, school students, university students, teachers, mentors, scientists, schools,…