College Students' Performance on Isomorphic Visual vs Non-Visual Regents Level Geometry Problems
PublisherState University of New York at Fredonia
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AbstractThis study explores students' misconceptions regarding pictorial geometry problems. Specifically, to investigate misunderstandings students experience when solving visual and nonvisual geometry problems. During this study, college students completed two identical 6-problem assessments on the topics of area, volume, and surface area. The instrument was administered several weeks apart and directly generated from past state tests: New York State Geometry Regents and Mathematics A Exams. It was hypothesized that given an assessment composed of visual and non-visual isomorphic geometry problems college students would score lower on non-visual problems. Furthermore, students would struggle most to complete volume problems compared to area and surface area problems. After analyzing the data the hypothesis was partially confirmed. The scores were compared to a survey students completed following each assessment recording their confidence on the overall exam and each problem. The results of this study indicated there was no significant difference on student scores when comparing visual and non-visual Regents geometry problems. Additional results revealed the topic that students struggled with most was volume.
- Master's Theses 
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