The didactical and epistemological obstacles on the topic of geometry transformation

Abstract

This study intends to investigate didactical and epistemological obstacles that occur when students accomplish the problem on the topic of geometry transformation. The data were collected through the students' answer and interviews of 16 ninth graders and 16 twelfth graders when solving the test instrument used is eight problems related to geometry transformation where there are five of them which are contextual problems. The data analysis reveals that most students have difficulty in identifying contextual problems related to geometry transformation; not quite firm to know the characters from each type of geometry transformation (reflection, translation, rotation, and dilation); use procedural knowledge rather than conceptual understanding; and erroneous in applying previous material concepts related to solving geometry transformation problems. These findings are expected to overcome didactical and epistemological obstacles in teaching and learning of geometry transformation.