TITLE

# Constructing formula of pyramid volume by comparing volume of prism with the beach sand and container media in junior secondary school: A lesson study

AUTHOR(S)
Turmudi; Erlina, Eri
PUB. DATE
May 2012
SOURCE
AIP Conference Proceedings;5/22/2012, Vol. 1450 Issue 1, p173
SOURCE TYPE
DOC. TYPE
Article
ABSTRACT
Geometry is the most difficult topic for majority of junior secondary school students. An endeavor to handle these students' difficulties, the teacher works collaboratively with mathematics educator in a lesson study setting. Learning materials for teaching the volume of pyramid was designed collaboratively. Prism and pyramid container were made for preparing the lesson. Prism and pyramid which have equal base area and height were designed. As many as 40 students of the eight grade were grouped into 8 cohorts of 5 students. Each cohort got one set of geometric containers and beach sand. Students learn the lesson in an open lesson setting. All cohorts work in cooperative group lesson to observe and find out the formula of pyramid compare to the formula of prism which was known previously. Students were manipulating the materials to relate the volume of both pyramid and prism and to compare between the volume of pyramid and the volume of prism by measuring out using the beach sand Learning process was set in lesson study context and was attended by the group of mathematics teachers for at least 30 teachers. In the apperception session, the teacher reminded the students for the formula of prism volume. After manipulating the learning materials which consisted of model of prism, model of pyramid, the beach sand, and worksheet, measuring the volume of pyramid and prism by using sand, comparing, and contrasting, then the students in each group discussed all information from their activity to find out and conclude the volume pyramid. The results are surprising; the students found that the volume of pyramid is one third of the base area times height of the pyramid. From the reflection session we can analyzed that such learning model of mathematics was expected by most mathematics teachers in Bandung. The teachers knew that this kind of teaching emphasized on students active learning, but the teachers need examples, or models for teaching which enable students to re-invent or discover mathematical concepts. This lesson study can be considered as a model to activate students learning mathematics.
ACCESSION #
75526973

## Related Articles

• Elementary and Secondary School Studentsâ€™ Misconceptions of Mathematical Set Concept. Budak, Ibrahim; Kapusuz, Ayfer // Conference Papers -- Psychology of Mathematics & Education of No;2004 Annual Meeting, Toronto, CA, p1

ABSTRACT: In this research paper, it is intended to (a) check the hypothesis that all the misconceptions with regard to the mathematical concept of set originate in the tacit influence of the â€˜collection modelâ€™ and (b) determine what happens as an effect of time and more formal...

• ITEST: A WEB APPLICATION FOR LEARNER-DIRECTED ASSESSMENT IN ALL LEVELS, SUPPORTING MATHEMATICAL FORMULA AND MULTIMEDIA FILES. Joglar, Nuria; Colmenar, José Manuel; Martín, Diego; Sánchez, Rubén; Risco, José Luis; Hidalgo, José Ignacio; Díaz, Alberto // Proceedings of the IADIS International Conference on WWW/Interne;Jan2007, p57

This paper presents iTest, a web application for online evaluation and self-evaluation in academia, supporting mathematical formula and multimedia files. iTest provides random generation of quizzes and automatic grading. It also generates statistics about the results of each test for the...

• Pyramid numbers. Russell, Jill // Mathematics Teaching;Mar97, Issue 158, p43

Suggests the use of pyramid numbers for teaching mathematics to seven-year old children. Creation of the pyramids; Different purposes for making the pyramids.

• Budding Architects Exploring the designs of pyramids and prisms. Leavy, Aisling; Hourigan, Mairéad // Australian Primary Mathematics Classroom;2015, Vol. 20 Issue 3, p17

The article presents an activity program for students to identify the difference between pyramids and prisms in mathematics.

• Lifetimes of Superheavy Nuclei Around Double Magic Nucleus 270Hs. Silisteanu, Ion; Anghel, Claudia Ioana // AIP Conference Proceedings;2015, Vol. 1694, p1

The Î±-decay and spontaneous fission (SF) half-lives of nuclei around 270Hs are calculated with formulas derived from an in-depth analysis of the available experimental data and from theoretical models. The parameters of these formulas result from the fit of half-lives with respect to the...

• Where does the formula come from? Obara, Samuel // Australian Mathematics Teacher;Mar2009, Vol. 65 Issue 1, p25

The article discusses the need for teachers to let the students determine total surface areas and volumes of 3-dimensional shapes by using models and technology. It states that students should be involved in learning the origin of the formulas to enable them understand mathematics conceptually....

• Primerjalna analiza zunanjega preverjanja znanja iz matematike ob koncu devetletke v Sloveniji med obdobjema 2002-2005 in 2006-2010. Magajna, Zlatan; Žakelj, Amalija // Journal of Contemporary Educational Studies / Sodobna Pedagogika;2011, Vol. 62 Issue 2, p134

In the comparative analysis, we consider the Slovenian national assessments of mathematical knowledge for pupils at the end of compulsory education (Year 9) from the periods of 2002-2005 and 2006-2010. In the first period, the pupils' assessment results were included in their final school grades...

• MODELOS MATEMÃTICOS A TRAVÃ‰S DE PROYECTOS. Aravena, María; Caamaño, Carlos; Giménez, Joaquín // Revista Latinoamericana de InvestigaciÃ³n en MatemÃ¡tica Educati;2008, Vol. 11 Issue 1, p49

In this research we analyze the mathematical production of a group of secondary students when faced with the task of projects based on the modelization of situations. In the development and implementation of the didactic proposal several studies were considered that illustrated the benefits of...

• CYCLICITY. Stephenson, Paul // Mathematics in School;Sep2010, Vol. 39 Issue 4, p34

The article presents a lesson plan for secondary education which teaches concepts about generalizing theorems and their converses.

Share