Developing the reasoning ability of students through three-dimensional figures learning Available to Purchase

Teaching is the systematic delivery of knowledge by teachers to students, facilitating their understanding of the subject matter. The learning outcomes of students fundamentally measure the efficacy of teaching. Achieving this effectiveness necessitates the provision of an enabling learning environment by teachers. However, mathematics as a subject, comprises abstract objects of thought rather than tangible entities. Abstract mathematical constructs, including facts, concepts, operations, and principles, reside exclusively within the context of human cognition. Therefore, this research aimed to improve the reasoning ability of students, particularly in their inquiry into three-dimensional figures, a domain known to pose challenges in understanding geometric shapes. Proficiency in this area required students to create geometric shapes and construct their corresponding nets. Furthermore, students should cultivate a visual perspective to comprehend concepts and information transferred through visual representations swiftly. Reasoning, a facet of high-level mathematical thinking, assumed a crucial role in the essential competencies of students. Students were trained to derive conclusions or formulate novel statements based on established facts by engaging in reasoning activities. Within mathematical learning, logical thinking became a pervasive practice, equipping students with adaptable skills to navigate dynamic and ever-evolving environments. This showed that reasoning became an indispensable cornerstone for fostering critical and creative thinking, thereby sharpening analytical thought patterns. Teachers must engage students with interactive and visually stimulating activities that enhance reasoning and link theory with practice. This method deepens understanding, enriches the learning experience, and makes abstract mathematical ideas more accessible and enjoyable.