TEACHING PROCESS OF A RIGHT PRISM IN GRADE 7 TO DEVELOP MATHEMATICAL COMMUNICATION COMPETENCE FOR STUDENTS
DOI:
https://doi.org/10.18173/2354-1075.2024-0138Keywords:
right prism, competence, mathematical communication competence, studentsAbstract
In the 2018 Mathematics General Curriculum, the content of mathematics is integrated into three branches of knowledge: numbers, algebra, and elements of analysis; geometry and measurement; and statistics and probability. In grade 7, geometry and measurement focus on shapes in practical contexts. Moreover, mathematical communication competence is one of the core competencies outlined in the 2018 Mathematics General Curriculum. This article introduces a method for developing students' mathematical communication competence through lessons on triangular and quadrilateral right prisms in grade 7. The study involves designing a math teaching process comprising four phases: Phase 1: Students work individually to answer Worksheet 1; Phase 2: Students work in pairs to answer Worksheet 2 (identical in content to Worksheet 1); Phase 3: Students work in groups of four to answer Worksheet 3 (identical in content to Worksheets 1 and 2); Phase 4: Students apply the knowledge from the previous phases to create a vertical prism with a known base and height by individually answering Worksheet 4 (similar in content to Worksheet 1). Data, including recordings and answer sheets, were collected from 11 grade 7 students. The data was analyzed quantitatively and qualitatively to assess the development of students' communication skills. The research findings demonstrate that this method is an effective teaching process. It not only helps students solve problems but also enhances their communication competence. Students learn to observe and draw a plane shape of a prism on A4 paper, cut out the shape, and fold it to create a vertical prism.
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