Qualitative study reveals distinct cognitive patterns in specialization and generalization among ninth-grade students, indicating the role of visual reasoning in problem-solving.
Key Points
Students demonstrated distinct forms of schematic representation in their problem-solving approaches, enhancing their understanding.
Key evidence revealed that one student employed a pure schematic representation while another used a mixed representation.
The descriptive qualitative method involved task-based interviews and qualitative coding to analyze cognitive processes and strategies.
Findings highlight how cognitive patterns in specializing and generalizing affect students' ability in 3D geometry, showing reliance on visual reasoning.