Learning Geometry through Design Thinking

Abstract

This study looked at the efficacy of using the design thinking model to improve Grade 7 students’ knowledge of geometry in the context of the fourth industrial revolution (4IR). The study used quantitative and qualitative methods to check the pretest and posttest performance of students, comparing an experimental group exposed to design thinking with a control group using traditional teaching methods. At first, there was no significant difference in pretest scores, showing below-average performance and a gap in basic geometry knowledge in both groups. The succeeding examination of posttest scores repeated the persistent problem of learning geometry, with scores falling below the expected average. The study treats design thinking as a support tool, not an independent replacement for traditional teaching. Participants showed good experience with design thinking, highlighting its clarity, engaging activities, adaptability, and positive impact. This study plays a part in understanding students’ performance in geometry and emphasizes the need for a balanced approach that considers students’ outlooks while valuing the use of direct instruction. It also serves as a foundation for further research into effective instructional strategies, considering the diversity the students need and the benefits of using design thinking. Furthermore, adapting the constructivist learning theory in teaching mathematics empowers students to go beyond memorization and use mathematical concepts in a meaningful context. This approach promotes comprehensive understanding, cultivates critical thinking, and allows students to see mathematics in a broader context.