ELEMENTARY SCHOOL GEOMETRY: AN ANALYSIS OF CHINESE AND INDONESIAN MATHEMATICAL PROGRAMS

ELEMENTARY SCHOOL GEOMETRY MATHEMATICAL PROGRAMS

Abstract

This study compares the teaching of geometry in China and Indonesia at the Elementary School (ES) level. Even though geometry is an essential component of mathematics, learning it can be challenging. The purpose of this study is to pinpoint basic problems as well as parallels and discrepancies between the subject matter geometry. Two primary areas are the focus of the analysis: (1) the curriculum's structure, including the distribution of materials and time; (2) the learning goals to be met, such as problem-solving, spatial skill development, or conceptual understanding; It is anticipated that this study shed light on the similarities and differences between the two countries' approaches to teaching geometry, as they both use a linear curriculum model with roles for the central government and local modifications. With the goal of creating a stronger mathematical foundation for upcoming generations in China and Indonesia, the findings highlight pedagogical implications for raising the standard of geometry instruction in elementary schools