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Primary School Students' Explanatory Activities in Geometry

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Title: Primary School Students' Explanatory Activities in Geometry
Language: English
Authors: Taro Fujita (ORCID 0000-0002-3547-456X), Kotaro Komatsu (ORCID 0000-0002-2246-4012), Shogo Obayashi, Shinichi Miyawaki, Adam Peters (ORCID 0000-0002-1336-3535), Shinya Yamamoto
Source: International Journal of Science and Mathematics Education. 2025 23(8):3789-3814.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Students, Geometry, Elementary School Mathematics, Mathematics Activities, Mathematics Instruction, Cognitive Processes, Thinking Skills
DOI: 10.1007/s10763-025-10588-1
ISSN: 1571-0068
1573-1774
Abstract: This paper aims to evaluate students' explanatory activities in geometry so that we can gain insights into designing attractive and effective tasks in geometry. We consider an explanatory activity in geometry an attempt by a student to explain their thinking process about how they knew or noticed something. In order to explore students' explanatory activities in classrooms, we prepared two geometry tasks with overlapping polygons and conducted 10 lessons in a primary school. Through a commognition framework, we identified discourses related to the explanatory activities and then evaluated them, focusing on how students' geometric reasoning in their explanatory activities were developed from visual to deductive-based. Our analysis showed that the students initially produced their explanations which were not sufficient to explain what they had noticed to other students in the classroom. This evoked commognitive conflicts among students, but through class discussions, some of the students managed to produce more deductive explanations. We discussed implications for future research and design principles for promoting explanatory activities in geometry.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1501540
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Taro+Fujita%22">Taro Fujita</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3547-456X">0000-0002-3547-456X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kotaro+Komatsu%22">Kotaro Komatsu</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2246-4012">0000-0002-2246-4012</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shogo+Obayashi%22">Shogo Obayashi</searchLink><br /><searchLink fieldCode="AR" term="%22Shinichi+Miyawaki%22">Shinichi Miyawaki</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+Peters%22">Adam Peters</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1336-3535">0000-0002-1336-3535</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shinya+Yamamoto%22">Shinya Yamamoto</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 1571-0068<br />1573-1774
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  Data: This paper aims to evaluate students' explanatory activities in geometry so that we can gain insights into designing attractive and effective tasks in geometry. We consider an explanatory activity in geometry an attempt by a student to explain their thinking process about how they knew or noticed something. In order to explore students' explanatory activities in classrooms, we prepared two geometry tasks with overlapping polygons and conducted 10 lessons in a primary school. Through a commognition framework, we identified discourses related to the explanatory activities and then evaluated them, focusing on how students' geometric reasoning in their explanatory activities were developed from visual to deductive-based. Our analysis showed that the students initially produced their explanations which were not sufficient to explain what they had noticed to other students in the classroom. This evoked commognitive conflicts among students, but through class discussions, some of the students managed to produce more deductive explanations. We discussed implications for future research and design principles for promoting explanatory activities in geometry.
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  Data: 2026
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      – SubjectFull: Elementary School Mathematics
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      – TitleFull: Primary School Students' Explanatory Activities in Geometry
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