I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
d
u
ca
t
io
n (
I
J
E
RE
)
Vo
l.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
,
p
p
.
597
~
6
0
5
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
0
i
2
.
2
1
1
8
5
597
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
R
ev
iew
ing
th
e
Va
n H
iel
e
mo
del an
d t
he
appli
ca
tion
o
f
metaco
g
nition
o
n
g
eo
metric
t
hinkin
g
M
uh
a
m
m
a
d Am
ma
r
Na
ufa
l
1
,
Abdu
l H
a
lim
Abdu
l
la
h
2
,
S
ha
rif
a
h O
s
m
a
n
3
,
M
o
hd
Sa
lleh Abu
4
,
H
is
y
a
m
I
hs
a
n
5
,
Ro
n
diy
a
h
6
1
,
2,
3,
4
S
c
h
o
o
l
o
f
E
d
u
c
a
ti
o
n
,
F
a
c
u
lt
y
o
f
S
o
c
ial
S
c
ien
c
e
s a
n
d
Hu
m
a
n
it
i
e
s,
Un
iv
e
rsiti
Te
k
n
o
lo
g
i
M
a
lay
sia
,
M
a
lay
sia
1,
5
F
a
c
u
lt
y
o
f
M
a
th
e
m
a
ti
c
s a
n
d
Na
tu
ra
l
S
c
ien
c
e
s
,
Un
i
v
e
rsitas
Ne
g
e
ri
M
a
k
a
ss
a
r
,
In
d
o
n
e
sia
6
S
M
A Ne
g
e
ri
5
M
a
k
a
ss
a
r
,
In
d
o
n
e
sia
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
No
v
9
,
2
0
20
R
ev
is
ed
Mar
30
,
2
0
21
Acc
ep
ted
Ap
r
12
,
2
0
21
M
e
tac
o
g
n
it
io
n
,
o
r
t
h
e
a
b
il
it
y
t
o
th
i
n
k
a
b
o
u
t
th
i
n
k
in
g
,
is
e
ss
e
n
ti
a
l
in
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
g
e
o
m
e
tri
c
t
h
in
k
in
g
.
Ho
we
v
e
r,
st
u
d
ies
o
n
th
e
Va
n
Hie
le
m
o
d
e
l
a
n
d
t
h
e
a
p
p
li
c
a
ti
o
n
o
f
m
e
tac
o
g
n
it
io
n
on
g
e
o
m
e
tri
c
th
i
n
k
i
n
g
a
re
stil
l
u
n
d
e
r
-
re
se
a
rc
h
e
d
.
T
h
is
stu
d
y
a
i
m
ed
to
p
r
o
v
i
d
e
a
re
v
iew
of
t
h
e
Va
n
Hie
le
m
o
d
e
l
a
n
d
t
h
e
a
p
p
li
c
a
ti
o
n
o
f
m
e
t
a
c
o
g
n
it
i
o
n
on
g
e
o
m
e
tri
c
t
h
in
k
in
g
.
A
to
tal
o
f
8
4
4
a
rti
c
les
we
re
re
tri
e
v
e
d
th
r
o
u
g
h
i
n
tern
e
t
se
a
rc
h
e
n
g
in
e
s
fr
o
m
1
9
9
5
t
o
2
0
2
0
a
n
d
m
a
n
u
a
ll
y
se
lec
ted
a
n
d
r
e
v
iew
e
d
sy
st
e
m
a
ti
c
a
ll
y
.
T
h
e
k
e
y
wo
rd
s u
se
d
re
late
d
to
t
h
e
Va
n
Hie
le
m
o
d
e
l
,
m
e
tac
o
g
n
it
io
n
,
a
n
d
g
e
o
m
e
tri
c
t
h
i
n
k
i
n
g
.
T
h
e
fin
d
i
n
g
s
th
a
t
e
m
e
rg
e
d
fro
m
th
e
re
v
iew
we
re
c
a
teg
o
rize
d
i
n
t
o
two
m
a
in
th
e
m
e
s
wh
ich
we
re
th
e
e
ffe
c
ti
v
e
n
e
ss
o
f
th
e
Va
n
Hie
le
m
o
d
e
l
to
wa
rd
s
g
e
o
m
e
tri
c
th
i
n
k
in
g
a
n
d
t
h
e
e
ffe
c
ti
v
e
n
e
ss
o
f
th
e
a
p
p
l
ica
ti
o
n
o
f
m
e
tac
o
g
n
it
i
o
n
o
n
g
e
o
m
e
tri
c
th
in
k
i
n
g
.
M
o
st
a
rti
c
les
re
v
e
a
led
th
e
p
o
siti
v
e
i
n
d
ica
t
io
n
o
f
th
e
g
e
o
m
e
tri
c
th
i
n
k
i
n
g
d
e
v
e
l
o
p
m
e
n
t
th
ro
u
g
h
t
h
e
Va
n
Hie
le
m
o
d
e
l
in
t
e
rv
e
n
ti
o
n
.
It
a
lso
se
e
m
s
th
a
t
th
e
p
o
ten
ti
a
l
o
f
th
e
a
p
p
l
ica
ti
o
n
o
f
m
e
tac
o
g
n
it
i
o
n
i
n
th
e
Va
n
Hie
le
m
o
d
e
l
c
a
n
stre
n
g
th
e
n
g
e
o
m
e
tri
c
th
in
k
i
n
g
d
e
v
e
lo
p
m
e
n
t
.
R
e
se
a
rc
h
e
rs
a
n
d
e
d
u
c
a
to
rs
m
a
y
fi
n
d
th
is
k
n
o
wle
d
g
e
u
se
f
u
l
i
n
c
o
n
d
u
c
ti
n
g
e
m
p
iri
c
a
l
stu
d
ies
a
n
d
d
e
v
e
lo
p
in
g
lea
rn
in
g
in
stru
c
ti
o
n
s
b
a
se
d
o
n
th
e
a
p
p
l
ica
ti
o
n
o
f
m
e
tac
o
g
n
it
io
n
i
n
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
g
e
o
m
e
tri
c
th
i
n
k
i
n
g
.
K
ey
w
o
r
d
s
:
Geo
m
etr
ic
th
in
k
in
g
Geo
m
etr
y
Me
taco
g
n
itio
n
Sy
s
tem
atic
r
ev
iew
Van
Hiele
m
o
d
el
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
l
ice
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Mu
h
am
m
ad
Am
m
ar
Nau
f
al
Sch
o
o
l o
f
E
d
u
ca
tio
n
,
Facu
lty
o
f
So
cial
Scien
ce
s
an
d
Hu
m
a
n
ities
Un
iv
er
s
iti T
ek
n
o
lo
g
i M
ala
y
s
ia
8
1
3
1
0
Sk
u
d
ai,
J
o
h
o
r
B
ah
r
u
,
J
o
h
o
r
,
Ma
lay
s
ia
E
m
ail:
m
am
m
ar
n
au
f
al1
9
@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
O
n
e
o
f
th
e
im
p
o
r
t
an
t
elem
en
ts
in
co
n
tr
o
l
lin
g
th
e
t
h
in
k
in
g
p
r
o
ce
s
s
is
m
etac
o
g
n
itio
n
.
Stu
d
en
ts
n
ee
d
to
ass
es
s
th
eir
ca
p
ab
ilit
ies
in
ca
r
r
y
in
g
o
u
t
co
m
p
le
x
task
s
an
d
th
in
k
in
g
ab
o
u
t
alter
n
ativ
e
w
o
r
k
p
ath
s
wh
en
th
e
cu
r
r
en
t
wo
r
k
s
ee
m
s
less
ef
f
ec
tiv
e
an
d
im
p
ass
e
[
1
]
,
[
2
]
.
Als
o
,
s
tu
d
e
n
ts
wh
o
u
s
e
m
etac
o
g
n
itio
n
well
will
b
e
cr
itical
th
in
k
er
s
,
ab
le
to
s
o
lv
e
p
r
o
b
lem
s
,
an
d
a
b
le
to
m
ak
e
g
o
o
d
d
ec
is
io
n
s
co
m
p
a
r
ed
to
th
o
s
e
wh
o
d
o
n
o
t
u
s
e
th
eir
m
etac
o
g
n
itio
n
[
3
]
.
H
o
wev
er
,
t
h
er
e
a
r
e
lim
ited
s
tu
d
ies
t
h
at
f
o
c
u
s
o
n
th
e
ap
p
licatio
n
o
f
m
etac
o
g
n
it
io
n
in
g
eo
m
etr
y
[
4
]
esp
ec
ially
f
r
o
m
th
e
p
er
s
p
ec
tiv
e
o
f
Van
Hiele
'
s
lear
n
in
g
p
h
ases
an
d
t
o
war
d
s
t
h
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
t’
s
g
eo
m
etr
ic
th
i
n
k
in
g
[
5
]
,
[
6
]
.
Geo
m
etr
ic
th
in
k
in
g
is
a
b
r
a
n
ch
o
f
m
ath
em
atics
th
at
ca
n
ass
is
t
s
tu
d
en
ts
in
d
ev
elo
p
in
g
cr
itical
th
in
k
in
g
s
k
ills
[
7
]
.
I
t
h
as
b
ee
n
s
tu
d
ied
o
v
er
t
h
e
y
ea
r
s
b
y
m
a
n
y
ex
p
e
r
ts
[
8
]
–
[
1
4
]
.
No
m
o
d
e
l,
h
o
wev
er
,
is
m
o
r
e
co
n
v
in
cin
g
th
an
Van
Hiele
'
s
g
eo
m
etr
ic
th
in
k
in
g
m
o
d
el
[
1
5
]
–
[
1
7
]
.
Acc
o
r
d
i
n
g
ly
,
with
th
e
s
u
p
p
o
r
t
o
f
lear
n
i
n
g
in
ter
v
en
tio
n
,
s
tu
d
en
ts
'
g
eo
m
etr
ic
t
h
in
k
in
g
ca
n
d
ev
elo
p
th
r
o
u
g
h
f
iv
e
lev
els
h
ier
ar
c
h
ica
lly
an
d
ev
en
t
u
ally
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
9
7
-
6
0
5
598
lead
in
g
to
f
o
r
m
al
d
e
d
u
ctiv
e
a
n
d
r
ig
o
r
lev
els.
C
r
o
wley
[
1
5
]
d
eter
m
in
ed
th
e
lev
els
as:
L
ev
el
0
(
Vis
u
aliza
tio
n
)
–
s
tu
d
en
ts
r
ec
o
g
n
ize
th
e
w
h
o
le
s
h
ap
e
f
r
o
m
v
is
u
al
ap
p
ea
r
an
ce
with
o
u
t
co
n
s
id
er
i
n
g
t
h
e
co
m
p
o
n
en
ts
o
f
th
e
s
h
ap
e;
L
ev
el
1
(
An
aly
s
is
)
–
s
tu
d
en
ts
ca
n
n
o
tice
th
e
d
if
f
er
e
n
t
s
h
ap
e
b
y
r
ec
o
g
n
izin
g
th
e
attr
i
b
u
tes
b
u
t
n
o
t
co
n
s
id
er
ed
r
elev
an
t;
L
ev
el
2
(
I
n
f
o
r
m
al
D
ed
u
ctiv
e)
–
s
tu
d
en
ts
lear
n
in
i
d
en
tify
in
g
,
class
if
y
in
g
a
n
d
u
s
in
g
th
e
r
elatio
n
s
h
ip
b
etwe
en
attr
ib
u
tes
o
f
s
h
ap
e;
L
ev
el
3
(
Fo
r
m
al
De
d
u
ctiv
e)
–
s
tu
d
en
ts
ca
n
m
ak
e
m
ea
n
in
g
f
u
l
ca
teg
o
r
izatio
n
s
o
f
s
h
ap
e
an
d
c
o
n
s
tr
u
ct
a
p
r
o
o
f
r
eg
ar
d
in
g
s
h
ap
e
lo
g
ically
;
an
d
L
ev
el
4
(
R
ig
o
r
)
–
s
tu
d
e
n
ts
ca
n
estab
lis
h
th
eo
r
e
m
with
in
th
e
ax
io
m
atic
s
y
s
tem
a
n
d
ab
le
to
v
er
if
y
th
e
ef
f
ec
t o
f
ax
io
m
atic
m
an
ip
u
latio
n
.
Fu
r
th
er
m
o
r
e
,
Van
Hiele
's
co
n
s
id
er
atio
n
o
f
g
eo
m
etr
ic
th
in
k
in
g
d
ev
elo
p
m
en
t
is
n
o
t
s
o
lely
b
ased
o
n
th
e
s
tu
d
en
ts
'
m
atu
r
ity
lev
el,
b
u
t
r
ath
er
o
n
th
eir
th
in
k
in
g
a
b
i
liti
es,
v
o
ca
b
u
lar
y
u
s
ed
,
an
d
le
ar
n
in
g
e
x
p
er
ien
ce
s
[
1
8
]
–
[
2
0
]
.
As
a
r
esu
lt,
Van
Hiele
s
u
g
g
ested
f
iv
e
p
h
ases
o
f
lear
n
in
g
.
Usi
s
k
in
[
1
6
]
d
es
cr
ib
ed
th
e
p
h
ases
as:
I
n
f
o
r
m
atio
n
–
teac
h
er
s
in
tr
o
d
u
ce
n
ew
co
n
ce
p
ts
to
b
e
tau
g
h
t,
an
d
s
tu
d
e
n
ts
d
is
cu
s
s
h
o
w
th
e
o
r
ig
in
al
c
o
n
ce
p
ts
r
elat
e
to
t
h
e
n
ew
co
n
ce
p
ts
b
ei
n
g
lear
n
e
d
;
Gu
id
ed
O
r
ien
tatio
n
–
teac
h
er
s
in
s
tr
u
ct
t
h
e
ac
tiv
ities
th
en
s
tu
d
en
ts
ex
p
lo
r
e
th
e
g
u
id
e
d
ac
tiv
ities
;
E
x
p
licatio
n
–
teac
h
er
s
c
o
n
v
ey
th
e
co
m
b
i
n
atio
n
o
f
s
h
ap
es
u
s
in
g
th
e
s
u
itab
le
lan
g
u
ag
e
th
en
s
tu
d
en
ts
d
e
m
o
n
s
tr
ate
th
eir
v
iew
s
o
n
t
h
e
tas
k
th
r
o
u
g
h
d
is
cu
s
s
io
n
;
Fre
e
Or
ien
tatio
n
–
teac
h
er
s
p
r
o
v
id
e
th
e
co
m
p
lex
task
th
e
n
s
tu
d
en
ts
s
o
lv
e
th
e
co
m
p
lex
p
r
o
b
lem
s
b
y
th
em
s
elv
es
to
s
ee
m
o
r
e
clea
r
ly
th
e
r
elatio
n
s
h
ip
an
d
attr
ib
u
tes
o
f
s
h
ap
es;
I
n
teg
r
atio
n
–
t
ea
ch
er
s
p
r
o
v
id
e
s
tu
d
e
n
ts
with
th
e
ab
ilit
y
to
s
u
m
m
ar
ize
wh
at
th
ey
h
av
e
lear
n
e
d
an
d
p
r
ep
ar
e
th
em
to
r
e
p
licate
th
e
en
tire
lear
n
in
g
p
r
o
ce
s
s
in
o
r
d
e
r
to
ad
v
an
ce
to
th
e
n
ex
t
lev
el
o
f
g
eo
m
etr
ic
th
i
n
k
in
g
.
Hen
ce
,
it
is
im
p
o
r
ta
n
t
to
u
n
d
er
s
tan
d
th
at
t
h
e
e
f
f
ec
tiv
en
ess
o
f
th
e
in
ter
v
en
tio
n
i
n
d
ev
el
o
p
in
g
g
eo
m
etr
ic
th
in
k
in
g
r
eq
u
ir
ed
ca
r
e
f
u
l le
ar
n
in
g
ac
tiv
ities
s
elec
tio
n
.
Sev
er
al
s
tu
d
ies
an
d
in
ter
v
e
n
tio
n
s
ar
e
ca
r
r
ied
o
u
t
u
s
in
g
d
if
f
e
r
en
t
ap
p
r
o
ac
h
es
an
d
k
n
o
wled
g
e
d
o
m
ain
s
to
ex
p
l
o
r
e
t
h
e
b
est
wa
y
in
i
m
p
r
o
v
i
n
g
g
eo
m
etr
ic
th
in
k
i
n
g
.
Am
o
n
g
th
e
lear
n
in
g
a
p
p
r
o
ac
h
es,
s
o
m
e
in
te
g
r
ate
with
tech
n
o
lo
g
ies
[
1
4
]
,
[
2
1
]
,
[
2
2
]
,
o
r
m
an
ip
u
lativ
es
g
lo
b
ally
[
7
]
.
Me
taco
g
n
itio
n
is
s
ee
n
as
o
n
e
o
f
th
e
lear
n
in
g
ap
p
r
o
ac
h
es
th
at
em
p
h
asize
th
in
k
in
g
s
k
ills
[
1
]
,
[
2
3
]
.
So
m
e
r
esear
c
h
er
s
[
5
]
,
[
6
]
,
[
2
4
]
h
a
v
e
b
eg
u
n
to
s
ee
th
e
in
ter
co
n
n
ec
ted
n
ess
th
at
o
cc
u
r
s
in
th
e
m
in
d
s
o
f
s
tu
d
e
n
ts
wh
en
g
iv
e
n
m
etac
o
g
n
itiv
e
in
ter
v
en
tio
n
s
to
d
ev
elo
p
th
eir
g
eo
m
etr
ic
th
in
k
in
g
.
Şef
i
k
,
et
a
l.
[
6
]
,
f
o
r
in
s
tan
ce
,
o
b
s
er
v
e
th
at
s
tu
d
en
ts
wh
o
ar
e
at
th
e
L
ev
el
1
can
n
o
t
co
n
tr
o
l
th
eir
ex
is
tin
g
k
n
o
wle
d
g
e.
I
n
t
h
e
m
ea
n
ti
m
e,
at
L
e
v
el
4
,
s
tu
d
en
ts
ca
n
co
n
tr
o
l
th
eir
k
n
o
wled
g
e
an
d
t
h
o
u
g
h
t
p
r
o
ce
s
s
.
Hen
ce
,
th
eir
f
in
d
in
g
s
i
n
d
icate
th
at
m
etac
o
g
n
iti
on
m
a
y
af
f
ec
t
th
e
d
e
v
elo
p
m
en
t
o
f
g
e
o
m
etr
ic
th
in
k
in
g
.
As
af
o
r
em
en
tio
n
e
d
,
m
etac
o
g
n
itio
n
is
o
n
e
o
f
th
e
th
in
k
in
g
s
k
ills
th
at
en
ab
le
s
tu
d
en
t
s
to
th
in
k
th
eir
th
in
k
in
g
p
r
o
ce
s
s
[
2
5
]
.
Or
g
an
i
s
at
io
n
f
o
r
E
co
n
o
m
ic
C
o
-
o
p
er
atio
n
an
d
Dev
elo
p
m
en
t
(
OE
C
D
)
[
2
6
]
r
ev
ea
ls
t
h
at
m
o
s
t
s
tu
d
ies
o
n
th
e
im
p
ac
t
o
f
m
etac
o
g
n
itio
n
h
av
e
b
ee
n
d
o
n
e
o
n
ac
h
iev
em
en
t
in
al
g
eb
r
a
an
d
ar
ith
m
etic
in
g
en
er
al.
Sev
e
r
al
s
tu
d
ies
h
av
e
in
v
esti
g
ated
th
e
ef
f
ec
t
o
f
m
etac
o
g
n
itio
n
in
g
eo
m
et
r
y
[
2
7
]
–
[
2
9
]
a
n
d
its
o
v
er
lap
p
i
n
g
in
th
e
Van
Hiele
m
o
d
el
o
f
g
e
o
m
etr
ic
th
in
k
i
n
g
[
5
]
,
[
6
]
,
[
2
4
]
.
Ho
wev
er
,
th
er
e
ar
e
f
ew
s
tu
d
ies
in
v
iewin
g
th
e
a
p
p
licatio
n
o
f
m
e
taco
g
n
itio
n
f
r
o
m
t
h
e
p
e
r
s
p
ec
tiv
e
o
f
g
eo
m
etr
ic
t
h
in
k
in
g
.
Yet
,
th
er
e
h
as
b
ee
n
no
s
y
s
tem
atic
r
ev
iew
co
llectin
g
p
ap
er
s
r
elate
d
to
th
e
Van
Hiele
m
o
d
el
an
d
m
etac
o
g
n
itio
n
o
n
g
eo
m
etr
ic
th
in
k
in
g
d
ev
elo
p
m
e
n
t
.
T
h
er
ef
o
r
e,
t
h
is
s
tu
d
y
in
ten
d
s
to
r
ev
iew
th
e
e
x
is
tin
g
liter
atu
r
e
r
eg
ar
d
in
g
th
e
Van
Hiele
m
o
d
el
an
d
th
e
ap
p
licatio
n
o
f
m
etac
o
g
n
itio
n
to
war
d
s
g
eo
m
etr
ic
th
i
n
k
in
g
.
T
h
is
r
ev
iew
also
attem
p
ts
to
id
en
tify
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
Van
Hiele
m
o
d
el
an
d
th
e
a
p
p
licatio
n
o
f
m
etac
o
g
n
itio
n
i
n
d
ev
el
o
p
in
g
g
eo
m
etr
ic
th
in
k
in
g
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
y
s
tem
atic
r
ev
iew
wa
s
s
elec
ted
to
id
en
tify
an
d
ev
alu
a
te
th
e
r
elate
d
s
tu
d
ies
o
n
th
e
Van
Hiele
m
o
d
el
an
d
m
etac
o
g
n
itio
n
in
d
ev
elo
p
in
g
g
eo
m
etr
ic
th
in
k
i
n
g
lev
els
o
f
s
tu
d
en
ts
[
3
0
]
.
I
n
th
is
s
y
s
tem
atic
r
ev
iew,
t
h
e
th
r
ee
p
h
ases
u
s
ed
in
clu
d
e
p
lan
n
in
g
,
co
n
d
u
ctin
g
,
an
d
r
e
p
o
r
tin
g
th
e
r
ev
iew
p
ap
e
r
s
[
3
1
]
.
On
ce
th
ese
th
r
ee
p
h
ases
wer
e
ca
r
r
ied
o
u
t
,
th
e
r
ev
iew
r
esu
lts
m
u
s
t
b
e
s
u
m
m
ed
u
p
,
th
en
th
e
p
atter
n
o
f
an
aly
s
is
n
ee
d
s
to
b
e
id
en
tifie
d
an
d
r
e
p
o
r
ted
.
T
h
e
r
ep
o
r
t
n
ee
d
s
to
i
n
clu
d
e
th
e
in
t
er
v
en
tio
n
an
d
th
e
p
atter
n
in
g
o
u
tco
m
e
o
f
all
th
e
ar
ticle
r
ev
iews.
Su
b
s
eq
u
en
tly
,
it
allo
ws
th
e
ap
p
licatio
n
o
f
th
e
an
aly
tical
cr
iti
q
u
e
co
m
p
o
n
en
t
to
s
y
n
th
esis
d
is
cu
s
s
io
n
s
[
3
2
]
.
Fig
u
r
e
1
illu
s
tr
ate
s
ea
ch
p
h
ase
o
f
s
y
s
tem
ati
c
r
ev
iew
ac
tiv
ities
.
I
n
th
e
p
h
ase
o
f
th
e
p
lan
n
in
g
r
ev
iew,
we
p
r
ep
ar
ed
th
e
r
esear
ch
s
tr
in
g
u
s
in
g
k
ey
wo
r
d
s
:
(
Van
Hiele
)
AND
(
Geo
m
etr
ic
T
h
in
k
in
g
)
AND
(
Me
taco
g
n
itio
n
)
.
T
h
e
cr
iter
ia
f
o
r
s
elec
tio
n
as
s
h
o
wn
in
T
a
b
le
1
was
d
ec
id
ed
b
e
f
o
r
e
s
ea
r
c
h
in
g
th
e
d
atab
ase
an
d
u
s
ed
f
o
r
f
ilter
in
g
t
ex
t title,
ab
s
tr
ac
t,
an
d
th
e
e
n
tir
e
tex
t
.
T
h
e
g
e
n
er
al
ter
m
s
wer
e
u
s
ed
f
o
r
th
e
f
ir
s
t
v
ar
iab
le
to
ex
a
m
in
e
th
e
Van
Hiele
m
o
d
el
th
at
h
as
b
ee
n
u
s
ed
an
d
th
e
ap
p
licatio
n
o
f
m
etac
o
g
n
itio
n
o
r
th
e
in
teg
r
ati
o
n
o
f
o
th
er
s
'
lear
n
in
g
s
tr
ateg
ies
o
r
to
o
ls
.
T
h
e
s
ea
r
ch
s
tr
in
g
was
ca
r
r
ied
o
u
t
in
i
n
ter
n
atio
n
al
d
atab
ases
in
clu
d
e
C
r
o
s
s
r
ef
,
Sp
r
in
g
er
,
Scien
ce
Dir
e
ct,
Go
o
g
le
Sch
o
lar
,
R
esear
ch
Gate
,
Sco
p
u
s
,
an
d
W
eb
o
f
Scien
ce
.
I
t
was
th
e
lead
in
g
d
atab
ase
f
o
r
r
esear
ch
in
e
d
u
ca
tio
n
al
m
u
ltid
is
cip
lin
ar
y
co
n
tain
i
n
g
f
u
ll
-
tex
t p
u
b
lis
h
in
g
b
ib
lio
g
r
ap
h
ic
r
ec
o
r
d
s
f
o
r
m
ats in
v
ar
i
o
u
s
f
ield
s
.
W
e
f
o
u
n
d
8
4
4
ar
ticles
in
th
e
co
n
d
u
ctin
g
r
ev
iew
p
h
ase
th
at
m
et
th
e
r
esear
ch
q
u
esti
o
n
s
o
f
th
e
s
tu
d
y
.
T
h
e
ex
clu
s
io
n
an
d
in
clu
s
io
n
c
r
iter
ia
wer
e
u
s
ed
in
th
e
p
h
ase
o
f
an
aly
s
is
.
I
n
th
e
p
h
ase
o
f
r
e
p
o
r
tin
g
th
e
r
e
v
iew,
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
ev
iew
in
g
th
e
V
a
n
Hiele
mo
d
el
a
n
d
th
e
a
p
p
lica
tio
n
o
f m
eta
co
g
n
itio
n
o
n
…
(
Mu
h
a
mma
d
A
mma
r
N
a
u
fa
l
)
599
we
th
en
s
u
m
m
ar
ized
th
e
co
n
te
n
t in
to
th
e
tab
le.
T
h
e
f
in
al
n
u
m
b
er
o
f
ar
ticles th
at
m
et
th
e
i
n
clu
s
io
n
cr
iter
ia
was
2
9
ar
ticles.
T
h
e
r
e
v
iew
was r
ep
o
r
t
ed
in
th
e
r
esu
lts
an
d
d
is
cu
s
s
io
n
s
s
ec
tio
n
.
Fig
u
r
e
1
.
Flo
w
c
h
a
r
t f
o
r
s
y
s
tem
atic
r
ev
iews
T
ab
le
1
.
E
x
clu
s
io
n
an
d
in
clu
s
i
o
n
cr
iter
ia
Ty
p
e
o
f
c
r
i
t
e
r
i
a
C
r
i
t
e
r
i
a
Ex
c
l
u
si
o
n
I
n
c
l
u
s
i
o
n
P
u
b
l
i
c
a
t
i
o
n
Jo
u
r
n
a
l
p
a
p
e
r
s
X
C
o
n
f
e
r
e
n
c
e
p
a
p
e
r
s
X
Th
e
s
i
s
X
B
o
o
k
s
X
A
c
c
e
ss
O
n
l
i
n
e
X
O
f
f
l
i
n
e
p
r
i
n
t
e
d
X
La
n
g
u
a
g
e
En
g
l
i
sh
X
O
t
h
e
r
s
X
S
c
h
o
o
l
l
e
v
e
l
El
e
m
e
n
t
a
r
y
X
S
e
c
o
n
d
a
r
y
X
P
e
r
i
o
d
1
9
9
0
-
2
0
2
0
X
S
t
u
d
y
Emp
i
r
i
c
a
l
X
C
o
n
c
e
p
t
u
a
l
X
R
e
se
a
r
c
h
m
e
t
h
o
d
Ex
p
e
r
i
m
e
n
t
a
l
X
S
u
r
v
e
y
X
Q
u
a
n
t
i
t
a
t
i
v
e
X
Q
u
a
l
i
t
a
t
i
v
e
X
M
i
x
e
d
m
e
t
h
o
d
X
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
T
he
inte
rv
ent
io
n a
nd
ef
f
ec
t
iv
eness
o
f
Va
n H
iele
m
o
del o
n g
eo
m
et
ric
t
hin
k
ing
First,
T
ab
le
2
d
em
o
n
s
tr
ate
s
t
h
at
24
ar
ticles
co
n
d
u
cte
d
th
e
in
ter
v
en
tio
n
u
s
in
g
th
e
Van
Hiele
m
o
d
el
to
war
d
s
g
eo
m
etr
ic
th
in
k
in
g
.
1
6
ar
ticle
s
o
r
g
a
n
ized
th
e
in
ter
v
en
tio
n
o
n
s
ec
o
n
d
ar
y
s
ch
o
o
l
s
t
u
d
en
ts
an
d
s
ev
en
o
n
elem
en
tar
y
s
ch
o
o
l
s
tu
d
en
ts
.
On
e
ar
ticle
esp
ec
ially
co
n
d
u
cted
th
e
in
ter
v
en
tio
n
o
n
b
o
t
h
elem
en
tar
y
an
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
le
v
els.
Fo
u
r
ar
ticles
o
n
ly
u
s
ed
th
e
Van
Hiele
m
o
d
el
in
in
ter
v
e
n
in
g
s
tu
d
en
ts
’
g
e
o
m
etr
ic
R
e
se
a
r
c
h
o
b
j
e
c
t
i
v
e
R
e
se
a
r
c
h
s
t
r
i
n
g
u
s
i
n
g
k
e
y
w
o
r
d
s
i
n
d
i
f
f
e
r
e
n
t
d
a
t
a
b
a
s
e
s.
K
e
y
w
o
r
d
s:
V
a
n
H
i
e
l
e
A
N
D
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
;
met
a
c
o
g
n
i
t
i
o
n
A
N
D
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
;
met
a
c
o
g
n
i
t
i
o
n
A
N
D
V
a
n
H
i
e
l
e
Re
c
o
r
d
s i
d
e
n
t
i
f
i
ed
t
h
r
o
u
g
h
C
r
o
ss
r
ef
,
G
o
o
g
l
e
S
c
h
o
l
ar
,
S
c
o
p
u
s
,
S
p
r
i
n
g
e
r
,
R
e
se
a
r
c
h
G
a
t
e
,
S
c
i
e
n
c
e
D
i
r
e
c
t
,
W
e
b
o
f
S
c
i
e
n
c
e
(
n
=
8
4
4
)
R
e
c
o
r
d
s sc
r
e
e
n
e
d
b
a
s
e
d
o
n
t
h
e
t
i
t
l
e
a
n
d
a
b
s
t
r
a
c
t
(
n
=
1
8
0
)
R
e
c
o
r
d
s sc
r
e
e
n
e
d
b
a
s
e
d
o
n
t
h
e
e
x
c
l
u
s
i
o
n
c
r
i
t
e
r
i
a
(
n
=
4
4
)
R
e
c
o
r
d
s sc
r
e
e
n
e
d
b
a
s
e
d
o
n
t
h
e
i
n
c
l
u
si
o
n
c
r
i
t
e
r
i
a
(
n
=
2
9
)
Q
u
a
l
i
t
y
a
ssess
me
n
t
D
a
t
a
e
x
t
r
a
c
t
i
o
n
,
sy
n
t
h
e
si
s,
a
n
d
r
e
s
u
l
t
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
9
7
-
6
0
5
600
th
in
k
in
g
[
3
3
]
–
[
3
6
]
.
W
h
ile
o
th
er
ar
ticles
in
teg
r
ated
th
e
Van
Hiele
m
o
d
el
with
o
th
er
lear
n
i
n
g
ap
p
r
o
ac
h
es
an
d
aid
to
o
ls
.
Fu
r
th
e
r
m
o
r
e,
th
e
m
ajo
r
ity
o
f
ar
ticles
u
s
e
d
e
x
p
er
i
m
en
tal
an
d
q
u
asi
-
ex
p
er
i
m
en
tal
s
tu
d
ies
.
Mo
s
t
ar
ticles
r
ev
ea
led
th
e
im
p
r
o
v
e
m
en
t
o
f
th
e
s
tu
d
en
ts
’
g
e
o
m
etr
ic
th
i
n
k
in
g
.
I
t
in
d
icate
s
th
at
t
h
e
Van
Hiele
m
o
d
el
is
f
ea
s
ib
le
ap
p
lied
an
d
ex
p
ec
te
d
b
e
n
ef
its
o
f
in
co
r
p
o
r
atin
g
lea
r
n
in
g
ap
p
r
o
ac
h
as
well
as
aid
t
o
o
ls
in
d
e
v
elo
p
in
g
s
tu
d
en
ts
’
g
eo
m
etr
ic
th
i
n
k
in
g
a
t a
n
y
s
ch
o
o
l le
v
el
o
f
s
tu
d
e
n
ts
.
T
ab
le
2
.
T
h
e
r
etr
iev
e
d
ar
ticles o
n
in
ter
v
e
n
tio
n
o
f
Van
Hiele
m
o
d
el
to
war
d
s
g
eo
m
etr
ic
th
in
k
in
g
No
A
r
t
i
c
l
e
S
c
h
o
o
l
l
e
v
e
l
R
e
se
a
r
c
h
met
h
o
d
I
n
t
e
r
v
e
n
t
i
o
n
M
a
i
n
r
e
s
u
l
t
1
[
3
7
]
S
e
c
o
n
d
a
r
y
Q
u
a
si
-
e
x
p
e
r
i
me
n
t
I
n
st
r
u
c
t
i
o
n
a
l
s
t
r
a
t
e
g
y
(
V
H
-
i
S
TE
M
)
o
n
g
e
o
m
e
t
r
i
c
t
h
i
n
k
i
n
g
sk
i
l
l
s
I
n
t
h
e
c
l
a
ssr
o
o
m
,
t
h
e
V
H
-
i
S
TE
M
l
e
a
r
n
i
n
g
me
t
h
o
d
c
a
n
b
e
u
se
d
t
o
h
e
l
p
s
t
u
d
e
n
t
s
d
e
v
e
l
o
p
t
h
e
i
r
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
s
k
i
l
l
s.
2
[
3
8
]
S
e
c
o
n
d
a
r
y
Ex
p
e
r
i
m
e
n
t
,
q
u
a
n
t
i
t
a
t
i
ve
Th
e
t
a
b
l
e
t
a
p
p
l
i
c
a
t
i
o
n
w
i
t
h
V
a
n
H
i
e
l
e
’
s p
h
a
se
-
b
a
se
d
l
e
a
r
n
i
n
g
A
f
t
e
r
l
e
a
r
n
i
n
g
w
i
t
h
t
h
e
t
a
b
l
e
t
a
p
p
l
i
c
a
t
i
o
n
,
t
h
e
st
u
d
e
n
t
s'
l
e
v
e
l
o
f
g
e
o
m
e
t
r
i
c
t
h
i
n
k
i
n
g
w
a
s h
i
g
h
e
r
t
h
a
n
a
f
t
e
r
l
e
a
r
n
i
n
g
w
i
t
h
o
u
t
i
t
,
a
l
l
o
w
i
n
g
t
h
e
m t
o
r
e
a
c
h
l
e
v
e
l
3
.
(
i
.
e
.
,
a
b
s
t
r
a
c
t
i
o
n
)
.
3
[
3
4
]
El
e
m
e
n
t
a
r
y
Tr
u
e
e
x
p
e
r
i
me
n
t
1
)
V
a
n
H
i
e
l
e
’
s
p
h
a
ses
o
f
l
e
a
r
n
i
n
g
(
V
H
-
P
L)
mo
d
u
l
e
;
2
)
V
a
n
H
i
e
l
e
’s
t
h
e
o
r
y
w
h
i
c
h
i
s
i
n
t
e
g
r
a
t
e
d
w
i
t
h
t
h
e
G
o
o
g
l
e
S
k
e
t
c
h
U
p
s
o
f
t
w
a
r
e
(
V
H
-
G
S
U
)
mo
d
u
l
e
;
a
n
d
3
)
c
o
n
v
e
n
t
i
o
n
a
l
i
n
s
t
r
u
c
t
i
o
n
(
N
V
H
-
C
I
)
mo
d
u
l
e
A
t
t
h
e
b
e
g
i
n
n
i
n
g
o
f
t
h
e
e
x
p
e
r
i
m
e
n
t
,
t
h
e
l
e
a
r
n
e
r
s
w
e
r
e
a
t
t
h
e
l
o
w
e
r
s
t
a
g
e
s
o
f
V
a
n
H
i
e
l
e
’s
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
.
A
f
t
e
r
t
h
e
i
n
t
e
r
v
e
n
t
i
o
n
,
f
i
n
d
i
n
g
s
o
f
t
h
e
W
G
T
sh
o
w
e
d
t
h
a
t
mo
s
t
o
f
t
h
e
l
e
a
r
n
e
r
s i
n
a
l
l
t
h
r
e
e
g
r
o
u
p
s rea
c
h
e
d
a
h
i
g
h
e
r
d
e
g
r
e
e
o
f
V
a
n
H
i
e
l
e
’
s
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
.
4
[
3
5
]
S
e
c
o
n
d
a
r
y
Ex
p
e
r
i
m
e
n
t
,
q
u
a
n
t
i
t
a
t
i
v
e
M
o
d
u
l
e
u
si
n
g
V
a
n
H
i
e
l
e
t
h
e
o
r
i
e
s f
o
r
q
u
a
d
r
i
l
a
t
e
r
a
l
t
o
p
i
c
s
Th
e
mo
d
u
l
e
i
s
p
r
a
c
t
i
c
a
l
t
o
i
n
c
r
e
a
s
e
t
h
e
st
u
d
e
n
t
’
s
g
e
o
me
t
r
y
t
h
i
n
k
i
n
g
l
e
v
e
l
b
y
r
e
a
c
h
i
n
g
Le
v
e
l
2
a
t
V
a
n
H
i
e
l
e
l
e
v
e
l
.
5
[
2
1
]
S
e
c
o
n
d
a
r
y
Q
u
a
si
-
e
x
p
e
r
i
me
n
t
,
q
u
a
n
t
i
t
a
t
i
v
e
Le
a
r
n
i
n
g
st
r
a
t
e
g
y
b
a
s
e
d
o
n
V
a
n
H
i
e
l
e
p
h
a
ses
o
f
l
e
a
r
n
i
n
g
a
n
d
v
i
s
u
a
l
t
h
i
n
k
i
n
g
m
o
d
e
l
t
h
r
o
u
g
h
S
k
e
t
c
h
U
p
M
a
k
e
(
S
P
P
D
-
S
U
M
)
SPPD
-
S
U
M
c
o
u
l
d
h
e
l
p
s
t
u
d
e
n
t
s
i
m
p
r
o
v
e
t
h
e
i
r
v
i
s
u
a
l
s
p
a
t
i
a
l
s
k
i
l
l
s (V
S
S
)
a
n
d
g
e
o
m
e
t
r
i
c
t
h
i
n
k
i
n
g
(
LG
T)
.
6
[
1
9
]
S
e
c
o
n
d
a
r
y
M
i
x
e
d
met
h
o
d
C
o
n
st
r
u
c
t
i
n
g
a
l
e
a
r
n
i
n
g
mat
e
r
i
a
l
f
o
r
3
-
d
i
m
e
n
s
i
o
n
a
l
P
l
a
n
a
n
d
E
l
e
v
a
t
i
o
n
(
n
a
me
l
y
LSP
E
-
S
U
M
)
Th
e
LSP
E
-
S
U
M
w
a
s
e
f
f
e
c
t
i
v
e
i
n
a
c
h
i
e
v
i
n
g
i
t
s
g
o
a
l
o
f
i
m
p
r
o
v
i
n
g
st
u
d
e
n
t
s'
v
i
s
u
a
l
sp
a
t
i
a
l
s
k
i
l
l
s
a
n
d
V
a
n
H
i
e
l
e
's
l
e
v
e
l
s
o
f
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
.
7
[
3
9
]
El
e
m
e
n
t
a
r
y
a
n
d
S
e
c
o
n
d
a
r
y
Ex
p
e
r
i
m
e
n
t
,
M
i
x
e
d
met
h
o
d
Th
e
u
s
e
o
f
G
e
o
G
e
b
r
a
Th
e
e
f
f
e
c
t
o
f
u
si
n
g
G
e
o
G
e
b
r
a
w
a
s
n
o
t
e
d
,
t
h
e
p
e
r
f
o
r
m
a
n
c
e
i
m
p
r
o
v
e
m
e
n
t
i
n
t
r
a
n
sf
o
r
mat
i
o
n
g
e
o
me
t
r
y
w
a
s s
h
o
w
n
,
i
n
c
l
u
d
i
n
g
t
h
e
l
e
v
e
l
o
f
d
e
v
e
l
o
p
me
n
t
o
f
V
a
n
H
i
e
l
e
's
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
.
8
[
3
6
]
S
e
c
o
n
d
a
r
y
Ex
p
e
r
i
m
e
n
t
,
Q
u
a
n
t
i
t
a
t
i
v
e
V
a
n
H
i
e
l
e
t
h
e
o
r
y
-
b
a
se
d
g
e
o
me
t
r
y
i
n
st
r
u
c
t
i
o
n
Th
e
e
x
p
e
r
i
m
e
n
t
a
l
g
r
o
u
p
's
o
u
t
p
u
t
i
m
p
r
o
v
e
d
si
g
n
i
f
i
c
a
n
t
l
y
,
w
i
t
h
m
o
r
e
st
u
d
e
n
t
s
a
t
l
e
v
e
l
2
t
h
a
n
a
t
l
e
v
e
l
s
0
a
n
d
1
,
i
n
d
i
c
a
t
i
n
g
t
h
a
t
V
a
n
H
i
e
l
e
-
b
a
s
e
d
l
e
a
r
n
i
n
g
h
a
d
a
b
e
n
e
f
i
c
i
a
l
i
mp
a
c
t
o
n
l
e
a
r
n
e
r
s'
t
h
o
u
g
h
t
l
e
v
e
l
s
a
s
c
o
m
p
a
r
e
d
t
o
c
o
n
v
e
n
t
i
o
n
a
l
l
e
a
r
n
i
n
g
.
9
[
4
0
]
El
e
m
e
n
t
a
r
y
Ex
p
e
r
i
m
e
n
t
V
a
n
H
i
e
l
e
l
e
a
r
n
i
n
g
p
h
a
ses
u
si
n
g
v
a
r
i
e
d
ma
t
e
r
i
a
l
s
,
c
o
n
c
r
e
t
e
e
x
p
e
r
i
e
n
c
e
s
,
a
n
d
d
i
s
c
u
ss
i
o
n
s
S
t
u
d
e
n
t
s
w
h
o
a
t
t
e
n
d
e
d
i
n
st
r
u
c
t
i
o
n
d
i
d
b
e
t
t
e
r
o
n
1
2
o
f
t
h
e
1
9
t
a
s
k
s
t
h
a
n
st
u
d
e
n
t
s
w
h
o
d
i
d
n
o
t
r
e
c
e
i
v
e
i
n
s
t
r
u
c
t
i
o
n
.
H
o
w
e
v
e
r
,
t
h
e
r
e
w
a
s
n
o
s
u
b
st
a
n
t
i
a
l
d
i
f
f
e
r
e
n
c
e
i
n
t
h
e
n
u
m
b
e
r
o
f
p
o
i
n
t
s
o
b
t
a
i
n
e
d
a
t
l
e
v
e
l
0
,
l
e
v
e
l
1
.
5
,
a
n
d
l
e
v
e
l
2
o
f
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
b
e
t
w
e
e
n
t
h
e
t
w
o
c
l
a
sses
.
10
[
4
1
]
El
e
m
e
n
t
a
r
y
C
l
i
n
i
c
a
l
i
n
t
e
r
v
i
e
w
,
q
u
a
l
i
t
a
t
i
v
e
P
h
y
s
i
c
a
l
mo
d
e
l
s
o
f
g
e
o
me
t
r
i
c
a
l
so
l
i
d
s
u
n
d
e
r
g
o
d
y
n
a
m
i
c
t
r
a
n
sf
o
r
ma
t
i
o
n
s.
Th
e
r
e
se
a
r
c
h
s
h
o
w
e
d
a
p
r
o
g
r
e
ss
i
o
n
f
r
o
m
p
e
r
c
e
p
t
u
a
l
c
o
n
s
i
d
e
r
a
t
i
o
n
s t
o
s
o
l
i
d
g
e
o
met
r
y
.
W
h
i
l
e
n
o
t
a
l
l
c
h
i
l
d
r
e
n
a
c
h
i
e
v
e
d
a
h
i
g
h
e
r
l
e
v
e
l
o
f
t
h
o
u
g
h
t
,
t
h
e
d
y
n
a
m
i
c
t
r
a
n
s
f
o
r
m
a
t
i
o
n
e
n
v
i
r
o
n
m
e
n
t
a
i
d
e
d
t
h
e
g
r
o
w
t
h
o
f
a
s
i
g
n
i
f
i
c
a
n
t
p
o
r
t
i
o
n
o
f
a
c
h
i
l
d
's
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
.
11
[
4
2
]
S
e
c
o
n
d
a
r
y
Ex
p
e
r
i
m
e
n
t
,
q
u
a
n
t
i
t
a
t
i
v
e
D
y
n
a
mi
c
G
e
o
me
t
r
y
S
o
f
t
w
a
r
e
-
A
ssi
st
e
d
I
n
st
r
u
c
t
i
o
n
S
u
p
p
o
r
t
e
d
Le
a
r
n
i
n
g
w
h
e
n
c
o
m
p
a
r
e
d
t
o
t
r
a
d
i
t
i
o
n
a
l
t
e
a
c
h
i
n
g
,
D
y
n
a
mi
c
G
e
o
me
t
r
y
S
o
f
t
w
a
r
e
h
a
s
a
p
o
s
i
t
i
v
e
e
f
f
e
c
t
o
n
st
u
d
e
n
t
m
a
t
h
e
m
a
t
i
c
s
a
c
h
i
e
v
e
me
n
t
i
n
t
h
e
t
r
a
n
s
i
t
i
o
n
o
f
g
e
o
m
e
t
r
y
a
n
d
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
.
12
[
9
]
S
e
c
o
n
d
a
r
y
Q
u
a
si
-
e
x
p
e
r
i
me
n
t
,
q
u
a
l
i
t
a
t
i
v
e
V
a
n
H
i
e
l
e
’
s
l
e
a
r
n
i
n
g
p
h
a
ses
u
si
n
g
t
h
e
G
e
o
me
t
e
r
’
s
S
k
e
t
c
h
p
a
d
(
G
S
P
)
Th
e
t
r
e
a
t
m
e
n
t
p
a
r
t
i
c
i
p
a
n
t
s
d
i
sp
l
a
y
e
d
c
o
mp
l
e
t
e
V
a
n
H
i
e
l
e
l
e
v
e
l
1
a
c
q
u
i
s
i
t
i
o
n
,
a
n
d
n
e
a
r
l
y
a
l
l
o
f
t
h
e
m
sh
o
w
e
d
c
o
m
p
l
e
t
e
V
a
n
H
i
e
l
e
l
e
v
e
l
2
a
c
q
u
i
s
i
t
i
o
n
.
I
n
c
o
n
t
r
a
s
t
,
o
n
l
y
o
n
e
st
u
d
e
n
t
d
i
d
n
o
t
a
c
h
i
e
v
e
l
e
v
e
l
3
,
w
h
i
l
e
t
h
e
o
t
h
e
r
s
d
e
mo
n
s
t
r
a
t
e
d
f
u
l
l
a
n
d
h
i
g
h
l
e
v
e
l
s
o
f
a
c
q
u
i
s
i
t
i
o
n
.
A
s
a
r
e
s
u
l
t
,
i
t
c
a
n
b
e
i
n
f
e
r
r
e
d
t
h
a
t
i
mp
l
e
m
e
n
t
i
n
g
V
a
n
H
i
e
l
e
g
e
o
me
t
r
y
l
e
a
r
n
i
n
g
a
c
t
i
v
i
t
i
e
s
h
a
s
a
p
o
s
i
t
i
v
e
e
f
f
e
c
t
o
n
t
h
e
p
r
o
g
r
e
ss
i
o
n
o
f
g
r
e
a
t
e
r
l
e
v
e
l
s
o
f
g
e
o
met
r
i
c
t
h
i
n
k
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
ev
iew
in
g
th
e
V
a
n
Hiele
mo
d
el
a
n
d
th
e
a
p
p
lica
tio
n
o
f m
eta
co
g
n
itio
n
o
n
…
(
Mu
h
a
mma
d
A
mma
r
N
a
u
fa
l
)
601
T
ab
le
2
.
T
h
e
r
etr
iev
e
d
ar
ticles o
n
in
ter
v
e
n
tio
n
o
f
Van
Hiele
m
o
d
el
to
wa
r
d
s
g
eo
m
etr
ic
th
in
k
in
g
(
c
o
n
tin
u
e
d
)
No
A
r
t
i
c
l
e
S
c
h
o
o
l
l
e
v
e
l
R
e
se
a
r
c
h
met
h
o
d
I
n
t
e
r
v
e
n
t
i
o
n
M
a
i
n
r
e
s
u
l
t
13
[
1
3
]
El
e
m
e
n
t
a
r
y
Ex
p
e
r
i
m
e
n
t
,
q
u
a
n
t
i
t
a
t
i
v
e
V
a
n
H
i
e
l
e
’
s
l
e
a
r
n
i
n
g
p
h
a
ses
u
si
n
g
t
a
n
g
r
a
ms
V
a
n
H
i
e
l
e
's
t
a
n
g
r
a
m
-
b
a
se
d
l
e
a
r
n
i
n
g
p
h
a
s
e
si
g
n
i
f
i
c
a
n
t
l
y
i
mp
r
o
v
e
d
g
e
o
me
t
r
i
c
a
l
t
h
i
n
k
i
n
g
i
n
t
h
e
f
i
r
st
(
v
i
s
u
a
l
)
a
n
d
se
c
o
n
d
(
a
n
a
l
y
s
i
s)
l
e
v
e
l
s
a
mo
n
g
h
i
g
h
-
,
me
d
i
u
m
-
,
a
n
d
l
o
w
-
a
b
i
l
i
t
y
st
u
d
e
n
t
s
.
14
[
4
3
]
El
e
m
e
n
t
a
r
y
Q
u
a
n
t
i
t
a
t
i
v
e
U
si
n
g
G
e
o
m
e
t
e
r
’
s S
k
e
t
c
h
p
a
d
A
f
t
e
r
t
w
o
w
e
e
k
s
o
f
i
n
t
e
r
v
e
n
t
i
o
n
,
t
h
e
g
e
o
m
e
t
r
i
c
r
e
a
so
n
i
n
g
s
k
i
l
l
o
f
V
a
n
H
i
e
l
e
st
u
d
e
n
t
s
u
si
n
g
G
e
o
me
t
e
r
's
S
k
e
t
c
h
p
a
d
w
a
s
n
o
t
s
u
b
s
t
a
n
t
i
a
l
l
y
d
i
f
f
e
r
e
n
t
f
r
o
m
t
h
e
c
o
n
t
r
o
l
g
r
o
u
p
.
15
[
1
4
]
S
e
c
o
n
d
a
r
y
Q
u
a
si
-
e
x
p
e
r
i
me
n
t
,
q
u
a
n
t
i
t
a
t
i
v
e
V
i
d
e
o
b
a
s
e
d
o
n
V
a
n
H
i
e
l
e
mo
d
e
l
M
o
s
t
o
f
t
h
e
st
u
d
e
n
t
s
h
a
v
e
s
e
e
n
a
ma
j
o
r
c
h
a
n
g
e
i
n
t
h
e
i
r
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
a
b
i
l
i
t
i
e
s.
16
[
1
1
]
El
e
m
e
n
t
a
r
y
e
x
p
l
o
r
a
t
o
r
y
c
a
se
st
u
d
y
B
a
se
d
o
n
t
h
e
V
a
n
H
i
e
l
e
t
h
e
o
r
y
o
f
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
,
p
h
a
se
-
b
a
s
e
d
i
n
st
r
u
c
t
i
o
n
u
s
i
n
g
Th
e
G
e
o
me
t
e
r
's
S
k
e
t
c
h
p
a
d
(
G
S
P
)
i
s
u
se
d
Th
e
t
r
e
a
t
m
e
n
t
h
a
d
s
i
g
n
i
f
i
c
a
n
t
l
y
i
m
p
r
o
v
e
d
t
h
e
st
u
d
e
n
t
's
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
r
e
g
a
r
d
i
n
g
t
h
e
r
e
g
u
l
a
r
p
o
l
y
g
o
n
s.
17
[
2
2
]
S
e
c
o
n
d
a
r
y
Q
u
a
si
-
e
x
p
e
r
i
me
n
t
V
a
n
H
i
e
l
e
’
s
l
e
a
r
n
i
n
g
p
h
a
ses
u
si
n
g
t
h
e
G
S
P
S
t
u
d
e
n
t
s
i
n
t
h
e
e
x
p
e
r
i
me
n
t
a
l
g
r
o
u
p
p
e
r
f
o
r
med
b
e
t
t
e
r
t
h
a
n
s
t
u
d
e
n
t
s i
n
t
h
e
c
o
n
t
r
o
l
g
r
o
u
p
i
n
t
e
r
ms
o
f
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
(
t
=
3
4
.
5
0
,
p
0
.
0
5
)
.
18
[
3
3
]
S
e
c
o
n
d
a
r
y
Q
u
a
si
-
e
x
p
e
r
i
me
n
t
,
M
i
x
e
d
met
h
o
d
V
a
n
H
i
e
l
e
’
s
p
h
a
se
-
b
a
s
e
d
l
e
a
r
n
i
n
g
Th
e
t
r
e
a
t
m
e
n
t
g
r
o
u
p
's s
t
u
d
e
n
t
s
d
i
s
p
l
a
y
e
d
c
o
m
p
l
e
t
e
a
c
q
u
i
si
t
i
o
n
o
f
t
h
e
V
a
n
H
i
e
l
e
l
e
v
e
l
s,
w
i
t
h
n
e
a
r
l
y
a
l
l
o
f
t
h
e
m
d
e
m
o
n
s
t
r
a
t
i
n
g
c
o
m
p
l
e
t
e
a
c
q
u
i
si
t
i
o
n
o
f
t
h
e
sec
o
n
d
l
e
v
e
l
.
J
u
s
t
o
n
e
st
u
d
e
n
t
d
i
d
n
o
t
a
c
h
i
e
v
e
l
e
v
e
l
t
h
r
e
e
,
w
h
i
l
e
t
h
e
o
t
h
e
r
s
d
e
m
o
n
s
t
r
a
t
e
d
a
f
u
l
l
a
n
d
hi
g
h
l
e
v
e
l
o
f
a
c
q
u
i
s
i
t
i
o
n
.
19
[
4
4
]
S
e
c
o
n
d
a
r
y
C
a
se
st
u
d
y
B
a
se
d
o
n
t
h
e
V
a
n
H
i
e
l
e
t
h
e
o
r
y
,
p
h
a
se
-
b
a
s
e
d
i
n
st
r
u
c
t
i
o
n
w
i
t
h
man
i
p
u
l
a
t
i
v
e
s
a
n
d
Th
e
G
e
o
me
t
e
r
's
S
k
e
t
c
h
p
a
d
(
G
S
P
)
i
s
u
se
d
Th
e
i
n
t
e
r
v
e
n
t
i
o
n
h
a
s
t
h
e
p
o
t
e
n
t
i
a
l
t
o
i
mp
r
o
v
e
st
u
d
e
n
t
s'
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
a
n
d
st
r
o
n
g
g
e
o
me
t
r
y
a
c
h
i
e
v
e
me
n
t
.
20
[
4
5
]
S
e
c
o
n
d
a
r
y
Q
u
a
si
-
e
x
p
e
r
i
me
n
t
U
si
n
g
g
e
o
me
t
e
r
s’
s
k
e
t
c
h
p
a
d
Th
e
u
s
e
o
f
t
h
e
G
e
o
me
t
e
r
S
k
e
t
c
h
p
a
d
a
n
d
V
a
n
H
i
e
l
e
-
b
a
se
d
t
e
a
c
h
i
n
g
mat
e
r
i
a
l
s
p
l
a
y
e
d
a
n
i
mp
o
r
t
a
n
t
r
o
l
e
i
n
a
ssi
s
t
i
n
g
st
u
d
e
n
t
s
i
n
i
mp
r
o
v
i
n
g
t
h
e
i
r
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
o
n
o
n
e
l
e
v
e
l
o
r
t
o
a
h
i
g
h
e
r
l
e
v
e
l
.
21
[
4
6
]
S
e
c
o
n
d
a
r
y
C
a
se
st
u
d
y
B
a
se
d
o
n
t
h
e
V
a
n
H
i
e
l
e
t
h
e
o
r
y
,
a
p
h
a
se
-
b
a
se
d
i
n
s
t
r
u
c
t
i
o
n
a
l
e
n
v
i
r
o
n
m
e
n
t
u
s
i
n
g
G
e
o
m
e
t
e
r
's
S
k
e
t
c
h
p
a
d
(
G
S
P
)
A
f
t
e
r
t
h
e
p
h
a
s
e
-
b
a
se
d
i
n
s
t
r
u
c
t
i
o
n
w
i
t
h
G
S
P
,
V
a
n
H
i
e
l
e
l
e
v
e
l
s
st
a
y
e
d
t
h
e
sam
e
o
r
i
n
c
r
e
a
sed
sl
i
g
h
t
l
y
.
22
[
4
7
]
S
e
c
o
n
d
a
r
y
Ex
p
e
r
i
m
e
n
t
I
n
t
e
r
a
c
t
i
v
e
G
e
o
m
e
t
r
y
s
o
f
t
w
a
r
e
(IGS)
Th
e
st
u
d
e
n
t
s w
e
r
e
a
l
s
o
a
b
l
e
t
o
e
n
t
e
r
t
h
e
t
h
i
r
d
l
e
v
e
l
o
f
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
.
T
h
e
p
o
s
t
-
t
e
s
t
r
e
su
l
t
s
sh
o
w
e
d
t
h
a
t
t
h
e
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
st
u
d
e
n
t
s
i
mp
r
o
v
e
d
si
g
n
i
f
i
c
a
n
t
l
y
a
f
t
e
r
u
si
n
g
t
h
e
mo
d
u
l
e
.
23
[
4
8
]
S
e
c
o
n
d
a
r
y
Q
u
a
si
-
e
x
p
e
r
i
m
e
n
t
U
si
n
g
G
e
o
m
e
t
e
r
s’
S
k
e
t
c
h
p
a
d
S
t
u
d
e
n
t
s
p
r
o
g
r
e
sse
d
i
n
o
n
e
l
e
v
e
l
o
r
t
o
a
h
i
g
h
e
r
l
e
v
e
l
d
u
e
t
o
V
a
n
H
i
e
l
e
-
b
a
s
e
d
t
e
a
c
h
i
n
g
mat
e
r
i
a
l
s
a
n
d
t
h
e
u
se
o
f
G
e
o
m
e
t
e
r
S
k
e
t
c
h
p
a
d
.
24
[
4
9
]
El
e
m
e
n
t
a
r
y
Ex
p
e
r
i
m
e
n
t
G
e
o
C
A
L
b
a
se
d
o
n
V
a
n
H
i
e
l
e
’
s
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
l
e
v
e
l
t
h
e
o
r
y
G
e
o
C
A
L
d
e
v
e
l
o
p
e
d
i
m
p
o
r
t
a
n
t
l
e
a
r
n
i
n
g
e
f
f
e
c
t
s
o
n
v
i
s
u
a
l
a
sso
c
i
a
t
i
o
n
,
a
n
a
l
y
s
i
s/
d
e
s
c
r
i
p
t
i
o
n
,
r
e
l
a
t
i
o
n
/
a
b
st
r
a
c
t
i
o
n
,
a
n
d
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
i
n
g
e
n
e
r
a
l
,
i
n
a
d
d
i
t
i
o
n
t
o
r
e
c
o
g
n
i
t
i
o
n
c
a
p
a
b
i
l
i
t
i
e
s.
T
o
ass
is
t
s
tu
d
en
ts
in
attain
in
g
a
h
ig
h
er
lev
el
o
f
g
eo
m
etr
i
c
th
in
k
in
g
,
Hass
an
,
et
a
l.
[
3
7
]
u
s
ed
an
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
f
o
cu
s
e
d
o
n
Scien
ce
,
T
ec
h
n
o
l
o
g
y
,
E
n
g
in
ee
r
in
g
,
an
d
Ma
th
em
atics
(
STE
M)
th
at
was
co
m
b
in
ed
with
th
e
Van
Hiele
m
o
d
el
(
n
am
ely
VH
-
iSTE
M)
.
T
h
e
s
tu
d
en
ts
co
llab
o
r
ativ
e
ly
u
n
d
er
wen
t
g
eo
m
etr
y
lear
n
in
g
,
u
s
in
g
in
ter
r
o
g
ativ
e
q
u
esti
o
n
s
,
s
h
ar
in
g
id
ea
s
,
a
n
d
h
elp
in
g
p
ee
r
s
d
is
co
v
er
ed
t
h
eir
o
wn
le
ar
n
in
g
ex
p
er
ien
ce
s
f
o
r
8
0
m
in
u
tes
u
s
in
g
less
o
n
ac
tiv
ities
b
ased
o
n
th
e
VH
-
iSTE
M.
T
h
e
s
tu
d
e
n
ts
wer
e
p
r
o
v
id
ed
s
ca
f
f
o
ld
in
g
b
y
th
e
teac
h
er
wh
o
ac
t
ed
as a
f
ac
ilit
ato
r
.
Oth
er
s
u
s
ed
th
e
Van
Hiele
m
o
d
el
in
teg
r
ated
with
aid
to
o
ls
s
u
ch
as
Dy
n
am
ic
Geo
m
etr
y
So
f
twar
e
[
4
2
]
,
Geo
Geb
r
a
[
3
9
]
,
GSP
[
9
]
,
[
1
1
]
,
[
2
2
]
,
[
4
3
]
–
[
4
6
]
,
[
4
8
]
,
Geo
C
al
[
4
9
]
,
T
a
n
g
r
a
m
[
1
3
]
,
I
n
t
e
r
ac
tiv
e
Geo
m
etr
y
So
f
twar
e
[
4
7
]
,
Sk
etch
Up
Ma
k
e
[
1
9
]
,
[
2
1
]
,
[
3
4
]
,
Vid
e
o
[
1
4
]
,
an
d
T
ab
let
a
p
p
licatio
n
[
3
8
]
.
T
h
e
y
u
s
e
d
t
h
e
tech
n
o
lo
g
y
as
an
aid
in
f
ac
ilit
atin
g
th
e
teac
h
in
g
o
f
g
eo
m
etr
i
c
to
p
ics
to
s
tu
d
en
ts
.
T
h
eir
s
tu
d
ies
r
ep
o
r
ted
o
n
th
e
b
en
ef
its
o
f
u
s
in
g
tech
n
o
lo
g
y
in
cu
l
t
iv
atin
g
s
tu
d
en
ts
'
g
eo
m
e
tr
ic
th
in
k
in
g
.
T
h
e
tech
n
o
lo
g
y
h
elp
ed
to
s
ca
f
f
o
ld
th
e
lear
n
in
g
an
d
teac
h
in
g
p
r
o
c
ess
b
ased
o
n
th
e
Van
Hiele
m
o
d
el.
I
t
allo
ws
th
e
u
s
er
s
to
d
ev
elo
p
k
n
o
wled
g
e
o
n
g
eo
m
etr
y
an
d
ea
s
ily
v
is
u
alize
two
-
an
d
th
r
ee
-
d
im
e
n
s
io
n
al
o
b
jects
[
1
4
]
,
[
2
1
]
,
[
3
9
]
.
T
h
is
is
b
ec
au
s
e
th
e
ab
ilit
y
o
f
tech
n
o
lo
g
y
is
ea
s
y
to
m
an
ip
u
late
an
d
m
an
a
g
e,
m
ak
in
g
it
ea
s
ier
f
o
r
s
tu
d
en
ts
to
u
n
d
er
s
tan
d
a
co
n
ce
p
t
co
m
p
a
r
ed
to
co
n
v
en
tio
n
al
lear
n
in
g
[
5
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
9
7
-
6
0
5
602
Mo
r
eo
v
er
,
Ma
r
k
o
p
o
u
lo
s
,
et
a
l.
[
4
1
]
as
well
as
Šk
r
b
ec
an
d
Č
ad
ež
[
4
0
]
us
ed
v
ar
ied
m
at
er
ials
an
d
co
n
cr
ete
ex
p
e
r
ien
ce
s
in
d
ev
el
o
p
in
g
s
tu
d
e
n
ts
’
g
eo
m
etr
ic
th
i
n
k
in
g
.
Ho
we
v
er
,
Ma
r
k
o
p
o
u
lo
s
,
et
a
l.
[
4
1
]
f
o
u
n
d
th
at
n
o
t
all
s
tu
d
e
n
ts
ac
h
iev
ed
an
ad
v
an
ce
d
lev
el
o
f
th
i
n
k
in
g
.
Als
o
,
ac
co
r
d
in
g
to
th
e
f
in
d
in
g
s
o
f
Šk
r
b
ec
a
n
d
Č
ad
ež
[
4
0
]
,
th
e
r
e
was
n
o
s
u
b
s
tan
tial
d
if
f
er
e
n
ce
b
etwe
e
n
th
e
two
g
r
o
u
p
s
in
ter
m
s
o
f
th
e
le
v
el
r
ea
ch
ed
,
s
u
ch
as
th
e
n
u
m
b
er
o
f
p
o
i
n
ts
at
lev
el
0
,
lev
el
1
.
5
,
a
n
d
lev
el
2
.
B
ec
au
s
e
ac
co
r
d
in
g
to
Šk
r
b
ec
an
d
Č
ad
ež
[
4
0
]
,
th
e
s
tu
d
en
ts
h
av
e
p
r
o
b
lem
s
u
s
in
g
s
u
itab
le
ter
m
in
o
l
o
g
y
d
u
r
in
g
ex
p
lo
r
in
g
th
e
m
ater
ials
an
d
co
n
cr
ete
in
g
eo
m
etr
y
.
T
ien
g
a
n
d
E
u
[
4
3
]
f
o
u
n
d
n
o
s
u
b
s
tan
tial
d
if
f
e
r
en
ce
in
im
p
r
o
v
em
e
n
t
b
etwe
en
th
e
ex
p
e
r
im
en
t
an
d
c
o
n
tr
o
l
g
r
o
u
p
s
af
ter
th
e
GSP
in
ter
v
en
tio
n
.
T
h
is
m
ay
b
e
d
u
e
to
th
e
in
ter
v
en
tio
n
'
s
b
r
ief
d
u
r
atio
n
.
No
n
eth
eless
,
th
e
p
r
o
p
o
s
ed
tech
n
o
lo
g
y
,
w
h
en
u
s
ed
in
co
n
ju
n
ctio
n
with
th
e
V
an
Hiele
m
o
d
el,
p
r
o
v
id
es
n
u
m
er
o
u
s
b
en
ef
its
f
o
r
th
e
ad
v
an
ce
m
en
t o
f
g
eo
m
etr
ic
th
in
k
in
g
[
5
0
]
,
[
5
1
]
.
B
ased
o
n
th
e
r
e
v
iew,
th
e
f
in
d
in
g
s
r
ev
ea
le
d
th
at
th
e
Van
Hiele
m
o
d
el
p
lay
s
a
s
ig
n
if
ic
an
t
r
o
le
in
d
ev
elo
p
in
g
th
e
g
eo
m
etr
ic
th
in
k
in
g
lev
el
o
f
s
tu
d
en
ts
.
A
lth
o
u
g
h
th
e
m
ajo
r
ity
o
f
s
tu
d
ies
in
t
eg
r
ate
d
th
e
u
s
e
o
f
tech
n
o
lo
g
y
i
n
th
e
Van
Hiele
m
o
d
el
,
we
ca
n
n
o
t
c
o
n
clu
s
iv
el
y
s
ay
th
at
th
e
aid
to
o
ls
u
s
ed
a
r
e
b
etter
th
an
th
e
Van
Hiele
lear
n
in
g
p
h
ases
o
r
o
t
h
er
lear
n
in
g
ap
p
r
o
ac
h
es,
y
et
it
d
ep
en
d
s
o
n
h
o
w
teac
h
er
s
an
d
s
tu
d
en
ts
o
p
er
ate
th
e
aid
to
o
ls
f
o
llo
win
g
ea
ch
l
ev
el
o
f
g
eo
m
etr
ic
th
in
k
in
g
.
Als
o
,
th
e
m
o
s
t
p
r
o
m
in
en
t
m
eth
o
d
s
u
s
ed
to
ex
am
in
e
th
e
d
ev
elo
p
m
e
n
t
o
f
g
eo
m
etr
ic
th
i
n
k
in
g
is
th
r
o
u
g
h
ex
p
er
im
en
tal
s
tu
d
y
th
en
q
u
asi
-
ex
p
er
im
en
ta
l
s
tu
d
y
.
I
t
co
u
ld
b
e
s
aid
th
at
m
o
s
t
o
f
th
e
p
ap
e
r
s
r
ev
iewe
d
h
av
e
s
tu
d
ied
th
e
ef
f
ec
t
iv
en
ess
o
f
t
h
e
Van
Hiele
m
o
d
el
t
o
war
d
s
g
eo
m
etr
ic
th
i
n
k
in
g
d
e
v
elo
p
m
en
t
an
d
co
m
p
ar
ed
it
to
co
n
v
e
n
tio
n
al
o
r
o
t
h
er
ty
p
e
s
o
f
lear
n
in
g
ap
p
r
o
ac
h
es
s
u
ch
as
in
co
r
p
o
r
atin
g
with
aid
to
o
ls
.
3
.
2
.
T
he
inte
rv
ent
io
n a
nd
ef
f
ec
t
iv
eness
o
f
t
he
a
pp
lica
t
io
n o
f
m
et
a
c
o
g
nitio
n o
n g
eo
m
et
ric
t
hin
k
ing
Seco
n
d
,
th
e
r
e
ar
e
o
n
ly
f
iv
e
ar
t
icles
s
u
ited
to
th
e
r
esear
ch
q
u
esti
o
n
th
at
p
er
f
o
r
m
e
d
th
e
a
p
p
l
i
ca
tio
n
o
f
m
etac
o
g
n
iti
on
co
m
p
a
r
ed
to
t
h
e
Van
Hiele
m
o
d
el
r
e
g
ar
d
in
g
g
eo
m
etr
ic
th
in
k
i
n
g
as
s
h
o
wn
in
T
ab
le
3
.
T
w
o
r
esp
ec
tiv
e
ar
ticles
wer
e
co
n
d
u
cted
at
th
e
elem
e
n
tar
y
a
n
d
s
ec
o
n
d
ar
y
s
ch
o
o
l
lev
els.
T
h
e
f
o
c
u
s
o
f
s
tu
d
ies
in
th
e
Van
Hiele
m
o
d
el
with
m
eta
co
g
n
itiv
e
h
as
s
h
o
w
n
its
ef
f
e
ctiv
en
ess
o
n
s
tu
d
en
t
p
r
o
g
r
ess
io
n
o
f
g
e
o
m
etr
ic
th
in
k
in
g
.
All
th
e
ar
ticles
r
ev
e
ale
d
th
e
p
o
s
itiv
e
p
er
f
o
r
m
a
n
ce
o
f
s
tu
d
en
ts
’
g
eo
m
etr
ic
th
in
k
i
n
g
.
Ho
wev
er
,
t
h
er
e
ar
e
s
till
o
n
ly
a
f
ew
s
tu
d
ies
ex
am
in
in
g
t
h
e
p
e
r
f
o
r
m
an
ce
o
f
t
h
e
ap
p
licatio
n
o
f
m
etac
o
g
n
iti
v
e
in
th
e
Van
Hiele
m
o
d
el
th
r
o
u
g
h
ex
p
er
im
e
n
tal
m
eth
o
d
s
[
5
1
]
.
W
h
ile
o
th
e
r
s
[
5
]
,
[
2
4
]
,
[
5
2
]
a
r
e
s
till
tr
y
in
g
to
ex
p
lo
r
e
m
o
r
e
d
ee
p
ly
th
e
r
elatio
n
s
h
ip
b
etwe
en
g
eo
m
etr
ic
th
in
k
in
g
an
d
m
etac
o
g
n
itiv
e
in
af
f
ec
tin
g
th
e
d
ev
elo
p
m
en
t
o
f
s
tu
d
en
ts
'
g
eo
m
etr
ic
th
in
k
in
g
.
T
ab
le
3
.
Ov
e
r
v
iew
o
f
t
h
e
r
etr
i
ev
ed
ar
ticles o
n
m
etac
o
g
n
itio
n
to
wa
r
d
s
g
eo
m
etr
ic
t
h
in
k
in
g
No
A
r
t
i
c
l
e
S
c
h
o
o
l
l
e
v
e
l
R
e
se
a
r
c
h
met
h
o
d
I
n
t
e
r
v
e
n
t
i
o
n
M
a
i
n
r
e
s
u
l
t
1
[5
2
]
S
e
c
o
n
d
a
r
y
Q
u
a
l
i
t
a
t
i
v
e
M
e
t
a
c
o
g
n
i
t
i
o
n
I
n
I
n
d
o
n
e
si
a
a
n
d
T
h
a
i
l
a
n
d
,
v
i
s
u
a
l
l
e
v
e
l
st
u
d
e
n
t
s
ma
y
a
l
r
e
a
d
y
t
h
i
n
k
a
b
o
u
t
w
h
a
t
t
o
d
o
d
u
r
i
n
g
t
h
e
p
l
a
n
n
i
n
g
st
a
g
e
,
b
u
t
d
u
r
i
n
g
t
h
e
m
o
n
i
t
o
r
i
n
g
st
a
g
e
,
st
u
d
e
n
t
s
q
u
e
s
t
i
o
n
t
h
e
p
r
o
b
l
e
m's
mea
n
i
n
g
.
H
o
w
e
v
e
r
,
d
u
r
i
n
g
t
h
e
a
sse
ss
men
t
p
e
r
i
o
d
,
t
h
e
y
c
o
n
t
i
n
u
e
d
t
o
h
a
v
e
d
o
u
b
t
s a
b
o
u
t
t
h
e
i
r
d
e
c
i
s
i
o
n
.
A
t
t
h
e
p
r
e
p
a
r
a
t
i
o
n
,
t
r
a
c
k
i
n
g
,
a
n
d
a
ssess
me
n
t
st
a
g
e
s
i
n
I
n
d
o
n
e
si
a
a
n
d
Th
a
i
l
a
n
d
,
a
n
a
l
y
s
i
s
l
e
v
e
l
s
t
u
d
e
n
t
s
k
n
e
w
j
u
s
t
w
h
a
t
t
h
e
y
w
e
r
e
say
i
n
g
.
2
[
6
]
S
e
c
o
n
d
a
r
y
Q
u
a
n
t
i
t
a
t
i
v
e
G
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
o
n
me
t
a
c
o
g
n
i
t
i
o
n
Th
e
st
u
d
y
f
o
u
n
d
t
h
a
t
a
l
l
l
e
a
r
n
e
r
s' g
e
o
met
r
i
c
t
h
i
n
k
i
n
g
l
e
v
e
l
s i
n
t
h
e
V
a
n
H
i
e
l
e
m
o
d
e
l
a
f
f
e
c
t
t
h
e
i
r
me
t
a
c
o
g
n
i
t
i
v
e
s
k
i
l
l
s
.
3
[
2
4
]
El
e
m
e
n
t
a
r
y
Q
u
a
l
i
t
a
t
i
v
e
M
e
t
a
c
o
g
n
i
t
i
o
n
o
n
t
h
e
t
h
i
n
k
i
n
g
l
e
v
e
l
o
f
i
n
f
o
r
m
a
l
d
e
d
u
c
t
i
o
n
Th
e
me
t
a
c
o
g
n
i
t
i
o
n
p
r
o
c
e
ss t
h
a
t
e
mer
g
e
s fr
o
m
t
h
e
s
t
u
d
e
n
t
s
a
t
t
h
e
i
n
f
o
r
m
a
l
d
e
d
u
c
t
i
v
e
t
h
i
n
k
i
n
g
l
e
v
e
l
i
s fo
c
u
s
i
n
g
mo
r
e
o
n
p
l
a
n
n
i
n
g
t
o
c
u
l
t
i
v
a
t
e
t
h
e
i
r
u
n
d
e
r
st
a
n
d
i
n
g
a
n
d
k
n
o
w
l
e
d
g
e
i
n
t
h
e
f
o
r
m
o
f
f
u
l
l
v
i
s
i
b
i
l
i
t
y
a
n
d
v
i
su
a
l
i
z
a
t
i
o
n
o
f
p
r
o
b
l
e
ms i
n
t
o
si
mp
l
e
r
f
o
r
ms.
S
t
u
d
e
n
t
s
a
r
e
m
o
r
e
l
i
k
e
l
y
t
o
u
s
e
v
i
s
u
a
l
k
n
o
w
l
e
d
g
e
m
o
n
i
t
o
r
i
n
g
t
o
a
p
p
l
y
t
h
e
i
r
i
n
i
t
i
a
l
k
n
o
w
l
e
d
g
e
t
o
t
h
e
i
ssu
e
d
u
r
i
n
g
t
h
e
m
o
n
i
t
o
r
i
n
g
p
r
o
c
e
ss
.
S
t
u
d
e
n
t
s
se
l
e
c
t
a
n
d
d
e
f
i
n
e
so
l
u
t
i
o
n
s
t
h
a
t
c
a
n
b
e
u
se
d
t
o
d
e
t
e
r
mi
n
e
t
h
e
o
u
t
c
o
me
o
f
p
r
o
b
l
e
m
-
so
l
v
i
n
g
d
u
r
i
n
g
t
h
e
e
v
a
l
u
a
t
i
o
n
p
r
o
c
e
ss.
4
[5
1
]
El
e
m
e
n
t
a
r
y
Ex
p
e
r
i
m
e
n
t
,
p
i
l
o
t
s
t
u
d
y
U
si
n
g
a
n
a
i
d
t
o
o
l
c
a
l
l
e
d
K
i
n
d
e
r
g
a
r
t
e
n
S
o
c
i
a
l
A
ssi
s
t
i
v
e
R
o
b
o
t
(
K
i
n
d
S
A
R
)
W
h
e
n
t
h
e
y
'p
l
a
y
e
d
' w
i
t
h
t
h
e
r
o
b
o
t
,
t
h
e
y
i
mp
r
o
v
e
d
t
h
e
i
r
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
a
n
d
me
t
a
c
o
g
n
i
t
i
v
e
a
b
i
l
i
t
i
e
s
.
5
[
5
]
S
e
c
o
n
d
a
r
y
Ex
p
l
o
r
a
t
o
r
y
,
q
u
a
l
i
t
a
t
i
v
e
M
e
t
a
c
o
g
n
i
t
i
o
n
o
n
V
a
n
H
i
e
l
e
m
o
d
e
l
o
f
g
e
o
me
t
r
i
c
t
h
i
n
k
i
n
g
S
t
u
d
e
n
t
s
w
h
o
a
r
e
g
i
v
e
n
a
n
o
b
j
e
c
t
i
v
e
t
e
st
s
u
c
h
a
s
t
h
e
V
a
n
H
i
e
l
e
G
e
o
me
t
r
y
Te
s
t
d
o
n
o
t
se
e
m
t
o
s
c
o
r
e
a
s
h
i
g
h
a
s s
t
u
d
e
n
t
s
w
h
o
a
r
e
i
n
t
e
r
v
i
e
w
e
d
.
M
e
a
n
i
n
g
t
h
a
t
t
h
e
st
u
d
e
n
t
s
w
h
o
w
e
r
e
i
n
t
e
r
v
i
e
w
e
d
me
t
a
c
o
g
n
i
t
i
v
e
l
y
s
h
o
w
e
d
t
h
e
p
r
o
g
r
e
s
si
o
n
o
f
V
a
n
H
i
e
l
e
l
e
v
e
l
a
n
d
se
e
m
t
o
f
i
t
t
h
e
V
a
n
H
i
e
le
l
e
v
e
l
1
a
n
d
l
e
v
e
l
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
ev
iew
in
g
th
e
V
a
n
Hiele
mo
d
el
a
n
d
th
e
a
p
p
lica
tio
n
o
f m
eta
co
g
n
itio
n
o
n
…
(
Mu
h
a
mma
d
A
mma
r
N
a
u
fa
l
)
603
An
ea
r
ly
s
tu
d
y
o
n
m
etac
o
g
n
itio
n
u
p
o
n
g
eo
m
etr
ic
th
in
k
i
n
g
h
a
d
d
o
n
e
b
y
Fin
n
ell
[
5
]
in
1
9
9
2
.
Fo
llo
wed
b
y
[
2
4
]
,
[
5
1
]
,
[
5
2
]
wh
o
also
s
tu
d
ied
g
eo
m
etr
ic
t
h
in
k
in
g
b
y
u
s
in
g
m
etac
o
g
n
iti
o
n
.
Mo
r
e
o
v
er
,
th
e
ex
p
lo
r
atio
n
o
f
s
tu
d
e
n
ts
'
m
etac
o
g
n
itio
n
s
ee
m
s
to
s
u
it
Van
H
iele
lev
el
1
an
d
lev
el
2
ac
co
r
d
in
g
to
Fin
n
ell
[
5
]
.
T
h
e
s
tu
d
en
ts
d
e
m
o
n
s
tr
ated
th
e
p
r
o
g
r
ess
io
n
o
f
g
e
o
m
etr
ic
th
i
n
k
in
g
af
ter
u
n
d
e
r
g
o
in
g
a
m
eta
co
g
n
itiv
e
in
te
r
v
iew
s
ess
io
n
.
I
t
is
s
u
p
p
o
r
ted
b
y
R
o
f
ii
,
et
a
l.
[
2
4
]
wh
o
s
tu
d
ied
th
e
m
etac
o
g
n
itio
n
o
n
in
f
o
r
m
al
d
e
d
u
ctio
n
lev
el
s
h
o
wn
th
at
th
e
s
tu
d
en
ts
’
m
etac
o
g
n
iti
o
n
em
er
g
e
d
at
th
e
in
f
o
r
m
al
d
e
d
u
ctiv
e
lev
el.
I
n
t
h
e
p
lan
n
i
n
g
p
r
o
ce
s
s
,
th
e
lear
n
er
s
f
o
cu
s
ed
m
o
r
e
o
n
c
u
ltiv
atin
g
t
h
eir
u
n
d
er
s
tan
d
i
n
g
an
d
k
n
o
wl
ed
g
e
t
o
v
i
s
u
alize
th
e
p
r
o
b
lem
s
in
to
s
im
p
ler
f
o
r
m
s
.
I
n
th
e
m
o
n
ito
r
in
g
p
r
o
ce
s
s
,
th
e
s
tu
d
en
ts
r
elate
d
b
ased
o
n
v
is
u
al
k
n
o
wled
g
e
m
o
n
ito
r
in
g
th
e
ir
p
r
io
r
k
n
o
wled
g
e
to
th
e
p
r
o
b
lem
.
I
n
th
e
ev
al
u
atio
n
p
r
o
ce
s
s
,
th
e
s
tu
d
en
ts
ch
o
s
e
an
d
id
en
tifie
d
alter
n
ativ
e
s
o
lu
tio
n
s
f
o
r
th
e
r
esu
lt
o
f
p
r
o
b
lem
-
s
o
lv
in
g
.
Ho
wev
er
,
Firm
an
s
y
ah
,
et
a
l.
[
5
2
]
wh
o
s
tu
d
ied
th
e
co
m
p
a
r
is
o
n
b
etwe
en
I
n
d
o
n
esian
an
d
T
h
ailan
d
s
tu
d
en
ts
s
h
o
wn
th
at
b
o
th
co
u
n
tr
ie
s
'
s
tu
d
en
ts
d
o
u
b
te
d
d
ec
id
in
g
to
s
o
lv
e
t
h
e
p
r
o
b
lem
s
in
th
e
ev
alu
atio
n
p
r
o
ce
s
s
.
I
n
ter
esti
n
g
ly
,
Ker
en
a
n
d
Frid
in
[
5
1
]
u
s
ed
m
etac
o
g
n
itio
n
in
co
n
ju
n
cti
o
n
with
th
e
So
cial
Ass
i
s
tiv
e
R
o
b
o
t
(
Kin
d
SAR
)
to
h
elp
im
p
r
o
v
e
g
eo
m
etr
ic
th
i
n
k
in
g
.
No
t
o
n
ly
d
id
s
tu
d
e
n
ts
'
g
eo
m
etr
ic
th
i
n
k
in
g
im
p
r
o
v
e,
b
u
t
t
h
eir
m
etac
o
g
n
i
tio
n
also
im
p
r
o
v
e
d
.
T
h
is
is
co
n
s
is
ten
t
with
th
e
f
in
d
in
g
s
o
f
Şef
ik
,
et
a
l.
[
6
]
d
em
o
n
s
tr
ated
th
at
as
s
tu
d
en
ts
'
m
etac
o
g
n
itiv
e
s
k
ill
s
co
r
es
in
cr
ea
s
ed
,
s
o
d
id
th
eir
Van
Hiele
g
eo
m
etr
ic
th
in
k
in
g
lev
els.
T
h
eir
f
in
d
in
g
s
in
d
icate
d
th
at
th
e
r
o
le
o
f
m
etac
o
g
n
itio
n
as
a
co
n
tr
o
llin
g
co
g
n
itiv
e
s
k
ill
,
wh
ich
is
g
eo
m
etr
ic
t
h
in
k
in
g
,
p
lay
s
a
n
im
p
o
r
tan
t
r
o
le.
A
s
ex
p
er
ts
[1
]
,
[
2
5
]
p
o
in
t
o
u
t
t
h
at
m
etac
o
g
n
itio
n
s
k
ills
allo
w
s
tu
d
en
ts
to
p
lan
,
m
o
n
ito
r
,
an
d
ev
alu
ate
th
eir
th
in
k
in
g
.
Ov
er
all,
th
e
ef
f
ec
ts
o
f
u
s
in
g
t
h
e
Van
Hiele
m
o
d
el
an
d
m
eta
co
g
n
itio
n
to
im
p
r
o
v
e
g
eo
m
etr
ic
th
in
k
in
g
h
av
e
b
ee
n
p
r
o
m
is
in
g
.
I
t
is
s
h
o
wn
th
at
th
e
in
teg
r
a
tio
n
o
f
o
t
h
e
r
lear
n
in
g
a
p
p
r
o
ac
h
es
an
d
aid
to
o
ls
h
as
im
p
r
o
v
e
d
th
e
s
tu
d
en
ts
’
g
eo
m
etr
ic
th
in
k
i
n
g
.
T
h
e
s
tu
d
ies
r
eg
ar
d
in
g
th
e
Van
Hiele
m
o
d
el
f
o
u
n
d
th
at
th
e
m
o
s
t
f
r
eq
u
e
n
tly
r
ep
o
r
ted
ar
e
th
e
e
x
p
er
im
e
n
ta
l
an
d
q
u
asi
-
ex
p
er
im
e
n
tal
d
esig
n
s
.
T
h
e
in
f
l
u
en
ce
o
f
th
e
Van
H
iele
m
o
d
el,
esp
ec
ially
th
e
ef
f
ec
t
o
f
m
etac
o
g
n
itio
n
a
p
p
licatio
n
o
n
th
e
V
an
Hiele
mode
l
o
f
g
e
o
m
etr
ic
th
in
k
in
g
,
is
b
etter
u
n
d
er
s
to
o
d
th
r
o
u
g
h
q
u
alitativ
e
d
esig
n
r
esear
c
h
.
Ho
we
v
er
,
r
esear
ch
in
to
th
e
r
o
le
o
f
m
et
ac
o
g
n
itio
n
in
Va
n
Hiele
's
g
eo
m
etr
ic
th
in
k
in
g
is
s
ti
ll
in
its
ea
r
ly
s
tag
es.
I
n
f
ac
t,
if
we
lo
o
k
at
th
e
f
i
n
d
in
g
s
o
f
s
ev
er
al
p
r
e
v
io
u
s
r
ese
ar
ch
er
s
wh
o
h
av
e
tr
ied
to
s
ee
th
e
r
elatio
n
s
h
ip
b
etwe
en
m
etac
o
g
n
itio
n
an
d
th
e
Van
Hi
ele
m
o
d
el,
th
er
e
is
a
p
o
ten
tial
f
o
r
in
cr
ea
s
in
g
s
tu
d
en
ts
'
g
eo
m
etr
ic
th
in
k
in
g
[
5
]
,
[
6
]
,
[
5
1
]
.
I
t
m
ay
wo
r
k
b
ec
au
s
e
m
etac
o
g
n
itio
n
in
f
lu
en
ce
s
th
e
way
s
tu
d
en
ts
t
h
in
k
ab
o
u
t
th
eir
co
g
n
itio
n
i
n
p
lan
n
in
g
,
m
o
n
ito
r
in
g
,
a
n
d
ev
a
lu
atin
g
ea
ch
s
tep
o
f
th
eir
wo
r
k
[
1
]
.
S
tu
d
en
ts
wh
o
ca
n
co
n
tr
o
l
th
eir
th
i
n
k
in
g
te
n
d
to
b
e
in
lin
e
with
th
e
im
p
r
o
v
em
e
n
t
o
f
th
eir
g
eo
m
etr
ic
th
in
k
in
g
[
5
]
.
Nev
er
th
eless
,
it
n
ee
d
s
m
o
r
e
em
p
ir
ical
s
tu
d
ies
to
b
e
co
n
d
u
c
ted
r
eg
ar
d
in
g
th
e
ap
p
licatio
n
o
f
th
e
Van
Hiele
m
o
d
el
in
co
r
p
o
r
ated
with
m
eta
co
g
n
itio
n
o
n
g
eo
m
et
r
ic
th
in
k
i
n
g
in
wh
ich
th
er
e
is
a
p
o
ten
tial a
n
d
o
v
er
la
p
p
in
g
b
e
twee
n
th
em
to
s
tr
en
g
t
h
en
th
e
i
n
cr
em
en
t o
f
g
e
o
m
etr
ic
th
i
n
k
in
g
.
4.
CO
NCLU
SI
O
N
T
h
e
Van
Hiele
m
o
d
el
was
f
r
eq
u
en
tly
u
s
ed
an
d
s
h
o
wed
a
p
o
s
itiv
e
im
p
ac
t
in
d
ev
elo
p
in
g
g
eo
m
etr
ic
th
in
k
in
g
as
a
lear
n
in
g
ap
p
r
o
ac
h
wh
eth
er
as
a
s
in
g
le
in
ter
v
en
t
io
n
o
r
in
teg
r
atin
g
with
o
th
er
l
ea
r
n
in
g
a
p
p
r
o
ac
h
es
o
r
h
elp
to
o
ls
in
m
o
s
t
o
f
th
e
s
t
u
d
ies
r
ev
iewe
d
th
at
im
p
lem
en
tin
g
t
h
e
Van
Hiele
m
o
d
el
an
d
th
e
ap
p
licatio
n
o
f
m
etac
o
g
n
itio
n
o
n
g
eo
m
etr
ic
th
in
k
in
g
.
Me
an
w
h
ile,
em
p
ir
ical
s
tu
d
ies o
f
th
e
ap
p
licatio
n
o
f
m
etac
o
g
n
itio
n
in
th
e
d
ev
elo
p
m
e
n
t
o
f
g
e
o
m
etr
ic
th
i
n
k
in
g
ar
e
s
ca
r
ce
.
I
n
teg
r
atio
n
o
f
th
e
Van
Hiele
m
o
d
el
with
th
e
ap
p
licatio
n
o
f
m
etac
o
g
n
itio
n
h
as
th
e
p
o
te
n
tial
to
im
p
r
o
v
e
g
eo
m
etr
ic
th
in
k
in
g
d
ev
elo
p
m
en
t.
As
a
r
esu
lt,
it
is
p
r
o
p
o
s
ed
th
at
m
o
r
e
em
p
ir
ical
s
tu
d
ies
b
e
co
n
d
u
cted
th
at
h
av
e
a
g
r
ea
ter
ef
f
e
ct
o
n
th
e
Van
Hiele
m
o
d
el
a
n
d
th
e
ap
p
licatio
n
o
f
m
etac
o
g
n
itio
n
in
g
eo
m
etr
ic
th
in
k
in
g
.
I
t
is
also
r
ec
o
m
m
en
d
e
d
th
at
f
u
tu
r
e
s
tu
d
ies
i
n
lear
n
in
g
g
e
o
m
etr
y
p
r
o
v
id
e
th
e
h
elp
to
o
ls
'
f
ea
tu
r
e
f
o
r
ex
p
lo
r
in
g
g
eo
m
etr
y
co
n
ce
p
ts
an
d
t
ask
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wo
u
ld
lik
e
to
th
a
n
k
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
Un
iv
er
s
iti
T
ek
n
o
lo
g
i
M
alay
s
ia
f
o
r
th
eir
f
in
an
cial
s
u
p
p
o
r
t.
T
h
is
wo
r
k
was su
p
p
o
r
ted
b
y
th
e
GU
P T
ier
2
Gr
an
t n
o
.
Q.
J
1
3
0
0
0
0
.
2
6
5
3
.
1
6
J
1
2
.
RE
F
E
R
E
NC
E
S
[1
]
J.
Ga
ro
fa
lo
a
n
d
F
.
K.
Les
ter,
“
M
e
tac
o
g
n
it
io
n
,
Co
g
n
it
iv
e
M
o
n
it
o
rin
g
,
a
n
d
M
a
th
e
m
a
ti
c
a
l
P
e
rfo
rm
a
n
c
e
,
”
J
.
Res
.
M
a
t
h
.
E
d
u
c
.
,
v
o
l.
1
6
,
n
o
.
3
,
p
p
.
1
6
3
–
1
7
6
,
M
a
y
1
9
8
5
,
d
o
i:
1
0
.
2
3
0
7
/
7
4
8
3
9
1
.
[2
]
A.
H.
S
c
h
o
e
n
fe
ld
,
“
Wh
a
t’s
All
th
e
F
u
ss
Ab
o
u
t
M
e
tac
o
g
n
it
io
n
?
”
C
o
g
n
.
S
c
i
.
M
a
t
h
.
E
d
u
c
.
,
v
o
l.
1
8
9
,
p
.
2
1
5
,
1
9
8
7
.
[3
]
I.
M
.
Nu
r
laili
y
a
h
,
“
Im
p
ro
v
in
g
st
u
d
e
n
ts'
m
a
th
e
m
a
ti
c
a
l
m
e
tac
o
g
n
it
io
n
s
k
il
ls
wit
h
a
re
a
li
stic
a
p
p
r
o
a
c
h
in
lea
rn
i
n
g
m
a
th
e
m
a
ti
c
s (i
n
Ba
h
a
sa
)
,
”
Th
e
sis,
Un
iv
e
rsitas
P
e
n
d
i
d
ik
a
n
In
d
o
n
e
si
a
,
2
0
1
3
.
[4
]
Z.
M
e
v
a
re
c
h
a
n
d
B.
Kra
m
a
rsk
i,
Criti
c
a
l
M
a
t
h
s
fo
r
I
n
n
o
v
a
ti
v
e
S
o
c
ieties
:
T
h
e
Ro
le
o
f
M
e
t
a
c
o
g
n
it
i
v
e
Ped
a
g
o
g
ie
s
.
OECD,
2
0
1
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
2
,
J
u
n
e
2
0
2
1
:
5
9
7
-
6
0
5
604
[5
]
L.
F
i
n
n
e
ll
,
“
M
e
tac
o
g
n
it
i
o
n
a
n
d
th
e
Va
n
Hie
le
m
o
d
e
l
o
f
th
i
n
k
in
g
in
g
e
o
m
e
try
,
”
Diss
e
rtatio
n
,
G
e
o
rg
ia
S
tate
Un
iv
e
rsity
,
1
9
9
2
.
[6
]
Ö.
Ş
e
fik
,
S
.
Urh
a
n
,
a
n
d
N.
S
e
z
e
n
-
Yü
k
se
l,
“
An
a
l
y
sis
o
f
m
e
tac
o
g
n
it
iv
e
sk
i
ll
s
a
n
d
Va
n
Hie
le
lev
e
ls
o
f
g
e
o
m
e
tri
c
th
in
k
in
g
t
h
ro
u
g
h
v
a
rio
u
s v
a
riab
le
s,”
in
AIP
Co
n
fer
e
n
c
e
Pro
c
e
e
d
in
g
s
,
v
o
l
.
2
0
3
7
,
2
0
1
8
,
d
o
i:
1
0
.
1
0
6
3
/1
.
5
0
7
8
4
7
9
.
[7
]
M
.
N.
Ha
ss
a
n
,
A.
H.
Ab
d
u
ll
a
h
,
a
n
d
N.
Ism
a
il
,
“
Eff
e
c
ts
o
f
I
n
te
g
ra
ti
v
e
I
n
terv
e
n
ti
o
n
s
w
it
h
Va
n
Hie
le
P
h
a
se
o
n
S
tu
d
e
n
ts’
G
e
o
m
e
tri
c
Th
in
k
in
g
:
A
S
y
ste
m
a
ti
c
Re
v
iew
,
”
J
.
Crit.
Re
v
.
,
v
o
l.
7
,
n
o
.
1
3
,
p
p
.
1
1
3
3
-
1
1
4
0
,
Ju
l.
2
0
2
0
,
d
o
i:
1
0
.
3
1
8
3
8
/j
c
r.
0
7
.
1
3
.
1
9
4
.
[8
]
Z.
Ism
a
il
a
n
d
S
.
N.
A.
Ra
h
m
a
n
,
“
Lea
rn
in
g
2
-
Dim
e
n
sio
n
a
l
a
n
d
3
-
Dim
e
n
sio
n
a
l
G
e
o
m
e
try
Wi
t
h
G
e
o
g
e
b
ra
:
Wh
ic
h
Wo
u
l
d
S
t
u
d
e
n
ts
Do
Be
tt
e
r ?
”
In
t
.
J
.
Eme
rg
.
M
a
t
h
.
Ed
u
c
.
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
1
2
1
–
1
3
4
,
2
0
1
7
,
d
o
i:
1
0
.
1
2
9
2
8
/i
jem
e
.
v
1
i2
.
5
5
4
1
.
[9
]
A.
H.
Ab
d
u
ll
a
h
a
n
d
E.
Zak
a
ria,
“
Th
e
Eff
e
c
ts
o
f
Va
n
Hie
le
’s
P
h
a
se
s
o
f
Lea
rn
in
g
G
e
o
m
e
try
o
n
S
t
u
d
e
n
ts’
D
e
g
re
e
o
f
Ac
q
u
isit
io
n
o
f
Va
n
Hie
le
Lev
e
ls,”
Pro
c
e
d
ia
-
S
o
c
.
B
e
h
a
v
.
S
c
i.
,
v
o
l.
1
0
2
,
p
p
.
2
5
1
–
2
6
6
,
No
v
.
2
0
1
3
,
d
o
i:
1
0
.
1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
3
.
1
0
.
7
4
0
.
[1
0
]
R.
B.
Arm
a
h
a
n
d
P
.
S
.
Kiss
i,
“
Us
e
o
f
th
e
Va
n
Hie
le
T
h
e
o
ry
i
n
I
n
v
e
stig
a
ti
n
g
Tea
c
h
in
g
S
trate
g
ies
u
se
d
b
y
Co
ll
e
g
e
o
f
Ed
u
c
a
ti
o
n
G
e
o
m
e
try
Tu
to
rs,”
EURA
S
IA
J
.
M
a
th
.
S
c
i.
T
e
c
h
n
o
l.
E
d
u
c
.
,
v
o
l
.
1
5
,
n
o
.
4
,
J
a
n
.
2
0
1
9
,
d
o
i
:
1
0
.
2
9
3
3
3
/ejm
ste
/1
0
3
5
6
2
.
[1
1
]
C.
C.
M
e
n
g
a
n
d
L.
C.
S
a
m
,
“
E
n
h
a
n
c
in
g
p
rima
ry
p
u
p
il
s’
g
e
o
m
e
tri
c
th
i
n
k
in
g
t
h
ro
u
g
h
p
h
a
se
-
b
a
se
d
in
stru
c
ti
o
n
u
sin
g
th
e
G
e
o
m
e
ter’s
S
k
e
tch
p
a
d
,
”
Asia
Pa
c
if
ic J.
E
d
u
c
.
Ed
u
c
.
,
v
o
l.
2
8
,
p
p
.
3
3
–
5
1
,
2
0
1
3
.
[1
2
]
J.
Ha
v
ig
e
r
a
n
d
I
.
V
o
jk
ů
v
k
o
v
á
,
“
Th
e
Va
n
Hie
le
Lev
e
ls
a
t
Cz
e
c
h
S
e
c
o
n
d
a
ry
S
c
h
o
o
ls,”
Pr
o
c
e
d
ia
-
S
o
c
.
Beh
a
v
.
S
c
i.
,
v
o
l.
1
7
1
,
p
p
.
9
1
2
–
9
1
8
,
2
0
1
5
,
d
o
i:
1
0
.
1
0
1
6
/
j.
sb
sp
r
o
.
2
0
1
5
.
0
1
.
2
0
9
.
[1
3
]
N.
M
.
S
iew
,
C.
L.
C
h
o
n
g
,
a
n
d
M
.
R.
Ab
d
u
ll
a
h
,
“
F
a
c
il
it
a
ti
n
g
S
tu
d
e
n
ts’
G
e
o
m
e
tri
c
Th
in
k
in
g
Th
r
o
u
g
h
Va
n
Hie
le
’s
P
h
a
se
-
Ba
se
d
Lea
rn
in
g
Us
in
g
T
a
n
g
ra
m
,
”
J
.
S
o
c
.
S
c
i.
,
v
o
l.
9
,
n
o
.
3
,
p
p
.
1
0
1
–
1
1
1
,
2
0
1
3
,
d
o
i:
1
0
.
3
8
4
4
/
jsss
p
.
2
0
1
3
.
1
0
1
.
1
1
1
.
[1
4
]
M
.
S
.
A
b
u
a
n
d
Z
.
Z
.
A
b
id
i
n
,
“
I
m
p
ro
v
i
n
g
t
h
e
Lev
e
ls
o
f
G
e
o
m
e
tr
ic
Th
i
n
k
i
n
g
o
f
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
S
t
u
d
e
n
ts
Us
in
g
G
e
o
m
e
try
Lea
rn
i
n
g
Vid
e
o
b
a
se
d
o
n
Va
n
Hie
le
Th
e
o
ry
,
”
In
t
.
J
.
Ev
a
l.
Res
.
E
d
u
c
.
(IJ
ER
E
)
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
6
–
2
2
,
2
0
1
3
.
[On
li
n
e
].
Av
a
il
a
b
le:
h
t
tp
:/
/i
jere
.
iae
sc
o
re
.
c
o
m
/i
n
d
e
x
.
p
h
p
/IJER
E/
a
rti
c
le/v
iew
/4
4
3
4
.
[1
5
]
M
.
L.
Cro
wle
y
,
“
Th
e
Va
n
Hie
le
m
o
d
e
l
o
f
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
g
e
o
m
e
tri
c
th
o
u
g
h
t,
”
i
n
M
.
M
.
Li
n
d
q
u
ist
,
Ed
.
,
L
e
a
rn
in
g
a
n
d
T
e
a
c
h
i
n
g
Ge
o
mr
e
try
,
K
-
12
.
Re
sto
n
,
Va
:
Na
ti
o
n
a
l
Co
u
n
c
i
l
o
f
Tea
c
h
e
rs
o
f
M
a
t
h
e
m
a
ti
c
s,
1
9
8
7
,
pp.
1
-
16.
[1
6
]
Z.
Us
isk
i
n
,
“
Va
n
Hie
le
Lev
e
ls
a
n
d
Ac
h
ie
v
e
m
e
n
t
in
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
G
e
o
m
e
try
,
”
Na
ti
o
n
a
l
In
s
t.
o
f
Ed
u
c
a
ti
o
n
(ED),
Was
h
in
g
t
o
n
,
DC.
1
9
8
2
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
:/
/fi
les
.
e
ric.ed
.
g
o
v
/f
u
ll
tex
t
/E
D2
2
0
2
8
8
.
p
d
f.
[1
7
]
D.
H.
Clem
e
n
ts
a
n
d
M
.
T.
Ba
tt
ista,
“
G
e
o
m
e
try
a
n
d
S
p
a
ti
a
l
Re
a
so
n
in
g
,
”
in
D.
A.
G
ro
u
ws
,
E
d
.
,
Ha
n
d
b
o
o
k
o
f
re
se
a
rc
h
o
n
ma
th
e
ma
ti
c
s te
a
c
h
in
g
a
n
d
lea
rn
i
n
g
.
Ne
w Yo
rk
:
M
a
c
m
il
lan
,
1
9
9
2
,
p
p
.
4
2
0
–
4
6
4
.
[1
8
]
R.
B.
Arm
a
h
,
P
.
O.
C
o
fie,
a
n
d
C.
A.
Ok
p
o
ti
,
“
In
v
e
stig
a
ti
n
g
t
h
e
e
ff
e
c
t
o
f
Va
n
Hie
le
p
h
a
se
-
b
a
se
d
in
st
ru
c
ti
o
n
o
n
p
re
-
se
rv
ice
tea
c
h
e
rs’ g
e
o
m
e
tri
c
th
in
k
i
n
g
,
”
I
n
t.
J
.
Res
.
Ed
u
c
.
S
c
i.
,
v
o
l
.
4
,
n
o
.
1
,
2
0
1
8
,
d
o
i
:
1
0
.
2
1
8
9
0
/i
jres
.
3
8
3
2
0
1
.
[1
9
]
R.
A.
Wah
a
b
,
A.
H.
A
b
d
u
ll
a
h
,
M
.
M
o
k
h
tar,
N.
A.
Ata
n
,
a
n
d
M
.
S
.
Ab
u
,
“
Ev
a
lu
a
ti
o
n
b
y
Ex
p
e
rts
a
n
d
De
sig
n
a
te
d
Us
e
rs
o
n
th
e
Lea
rn
in
g
S
trate
g
y
u
sin
g
S
k
e
tch
Up
M
a
k
e
f
o
r
El
e
v
a
ti
n
g
Visu
a
l
S
p
a
ti
a
l
S
k
il
ls
a
n
d
G
e
o
m
e
try
Th
i
n
k
i
n
g
,
”
Bo
lem
a
B
o
l.
Ed
u
c
.
M
a
tem
á
ti
c
a
,
v
o
l.
3
1
,
n
o
.
5
8
,
p
p
.
8
1
9
–
8
4
0
,
Au
g
.
2
0
1
7
,
d
o
i:
1
0
.
1
5
9
0
/
1
9
8
0
-
4
4
1
5
v
3
1
n
5
8
a
1
5
.
[2
0
]
P. M.
Va
n
Hie
le
,
“
De
v
e
lo
p
i
n
g
G
e
o
m
e
tri
c
Th
in
k
i
n
g
t
h
ro
u
g
h
Ac
ti
v
i
ti
e
s T
h
a
t
Be
g
in
wit
h
P
lay
,
”
in
T
e
a
c
h
in
g
Ch
i
ld
re
n
M
a
t
h
e
ma
ti
c
s
.
NCTM
,
1
9
9
9
,
p
p
.
3
1
0
–
3
1
6
.
[2
1
]
R.
A.
Wah
a
b
,
A.
H.
Ab
d
u
ll
a
h
,
M
.
S
.
Ab
u
,
N.
A.
Ata
n
,
M
.
M
o
k
h
tar,
a
n
d
M
.
H.
Ha
m
z
a
h
,
“
A
Lea
rn
in
g
3
D
G
e
o
m
e
try
th
ro
u
g
h
S
k
e
tch
u
p
M
a
k
e
(S
P
P
D
-
S
UM)
t
o
E
n
h
a
n
c
e
Visu
a
l
S
p
a
t
ial
S
k
i
ll
s
a
n
d
t
h
e
Lev
e
l
o
f
G
e
o
m
e
tri
c
Th
i
n
k
i
n
g
,
”
J
.
Fu
n
d
a
m.
Ap
p
l.
S
c
i.
,
v
o
l.
1
0
,
n
o
.
6
S
,
p
p
.
1
0
0
5
–
1
0
3
9
,
2
0
1
8
,
d
o
i:
1
0
.
4
3
1
4
/j
fa
s.v
1
0
i
1
s.3
6
.
[2
2
]
A.
H.
Ab
d
u
ll
a
h
a
n
d
E.
Za
k
a
ria,
“
Th
e
Eff
e
c
ts
o
f
Va
n
Hie
le
’s
P
h
a
se
-
Ba
s
e
d
In
stru
c
ti
o
n
Us
i
n
g
th
e
G
e
o
m
e
t
e
r’s
S
k
e
tch
p
a
d
(G
S
P
)
o
n
S
t
u
d
e
n
ts’
Lev
e
ls
o
f
G
e
o
m
e
tri
c
Th
i
n
k
i
n
g
,
”
Res
.
J
.
A
p
p
l
.
S
c
i
.
E
n
g
.
T
e
c
h
n
o
l
.
,
v
o
l.
5
,
n
o
.
5
,
p
p
.
1
6
5
2
–
1
6
6
0
,
2
0
1
3
.
[2
3
]
M
.
V.
J.
Ve
e
n
m
a
n
,
B.
H.
A.
M
.
Va
n
Ho
u
t
-
Wo
lt
e
rs,
a
n
d
P
.
Affle
rb
a
c
h
,
“
M
e
tac
o
g
n
it
io
n
a
n
d
lea
rn
i
n
g
:
Co
n
c
e
p
tu
a
l
a
n
d
m
e
th
o
d
o
l
o
g
ica
l
c
o
n
sid
e
ra
ti
o
n
s,
”
M
e
ta
c
o
g
n
it
i
o
n
L
e
a
rn
.
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
3
–
1
4
,
2
0
0
6
,
d
o
i:
1
0
.
1
0
0
7
/s1
1
4
0
9
-
0
0
6
-
6
8
9
3
-
0.
[2
4
]
A.
Ro
fi
i,
S
.
S
u
n
a
rd
i
,
a
n
d
M
.
Irv
a
n
,
“
Ch
a
ra
c
teristics
o
f
S
t
u
d
e
n
ts’
M
e
tac
o
g
n
it
i
o
n
P
r
o
c
e
ss
a
t
In
f
o
r
m
a
l
De
d
u
c
ti
on
Th
in
k
in
g
Lev
e
l
in
G
e
o
m
e
try
P
ro
b
lem
s,”
In
t.
J
.
Eme
rg
.
M
a
th
.
Ed
u
c
.
,
v
o
l.
2
,
n
o
.
1
,
p
.
8
9
,
F
e
b
.
2
0
1
8
,
d
o
i
:
1
0
.
1
2
9
2
8
/i
jem
e
.
v
2
i1
.
7
6
8
4
.
[2
5
]
J.
H.
F
lav
e
ll
,
“
M
e
tac
o
g
n
it
io
n
a
n
d
c
o
g
n
it
i
v
e
m
o
n
it
o
ri
n
g
:
A
n
e
w
a
re
a
o
f
c
o
g
n
it
i
v
e
–
d
e
v
e
lo
p
m
e
n
tal
in
q
u
iry
,
”
Am.
Psy
c
h
o
l.
,
v
o
l
.
3
4
,
n
o
.
1
0
,
p
p
.
9
0
6
–
9
1
1
,
1
9
7
9
,
d
o
i:
1
0
.
1
0
3
7
/0
0
0
3
-
0
6
6
x
.
3
4
.
1
0
.
9
0
6
.
[2
6
]
OECD,
“
Th
e
e
ffe
c
ts
o
f
m
e
tac
o
g
n
it
iv
e
in
str
u
c
ti
o
n
o
n
a
c
h
iev
e
m
e
n
t,
”
Criti
c
a
l
M
a
th
s
fo
r
I
n
n
o
v
a
ti
v
e
S
o
c
ieties
:
T
h
e
Ro
le o
f
M
e
t
a
c
o
g
n
it
ive
Ped
a
g
o
g
ie
s
.
OECD.o
rg
,
2
0
1
4
.
[2
7
]
S
.
M
a
n
d
a
c
i
Ş
a
h
i
n
a
n
d
F
.
Ke
n
d
ir,
“
Th
e
Eff
e
c
t
o
f
Us
in
g
M
e
tac
o
g
n
it
i
v
e
S
trate
g
ies
fo
r
S
o
l
v
in
g
G
e
o
m
e
try
P
ro
b
lem
s o
n
S
tu
d
e
n
ts’
Ac
h
iev
e
m
e
n
t
a
n
d
Atti
tu
d
e
,
”
E
d
u
c
.
Res
.
Rev
.
,
v
o
l.
8
,
n
o
.
1
9
,
p
p
.
1
7
7
7
–
1
7
9
2
,
2
0
1
3
,
d
o
i
:
1
0
.
5
8
9
7
/
ERR2
0
1
3
.
1
5
7
8
.
[2
8
]
S
.
M
i
ll
e
r
a
n
d
S
.
Wi
ll
i
a
m
,
“
Th
e
I
m
p
a
c
t
o
f
M
e
tac
o
g
n
i
ti
v
e
Tea
c
h
in
g
S
trate
g
ies
o
n
Lea
rn
e
rs’
P
e
rf
o
r
m
a
n
c
e
in
Earth
G
e
o
m
e
try
:
A
Ca
se
S
tu
d
y
o
f
M
u
b
a
n
g
a
S
e
c
o
n
d
a
ry
S
c
h
o
o
l,
”
I
n
t.
J
.
Res
.
In
n
o
v
.
S
o
c
.
S
c
i.
,
v
o
l.
3
,
n
o
.
1
0
,
p
p
.
2
4
5
4
–
6
1
8
6
,
2
0
1
9
.
[On
l
in
e
].
A
v
a
il
a
b
le:
ww
w.rsisin
ter
n
a
ti
o
n
a
l.
o
r
g
.
[2
9
]
D.
P
a
tk
i
n
a
n
d
Y.
S
a
rfa
ty
,
“
Th
e
E
ffe
c
t
o
f
S
o
li
d
G
e
o
m
e
try
Ac
ti
v
it
ie
s
o
f
P
re
-
se
rv
ice
El
e
m
e
n
tary
S
c
h
o
o
l
M
a
th
e
m
a
ti
c
s
Tea
c
h
e
rs
o
n
Co
n
c
e
p
ts
Un
d
e
rsta
n
d
in
g
a
n
d
M
a
ste
ry
o
f
G
e
o
m
e
tri
c
Th
in
k
in
g
Lev
e
ls,”
J
.
Ko
re
a
n
S
o
c
.
M
a
th
.
Ed
u
c
.
S
e
r.
D R
e
s.
M
a
th
.
E
d
u
c
.
,
v
o
l.
1
6
,
n
o
.
1
,
p
p
.
3
1
–
5
0
,
2
0
1
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es
E
d
u
c
I
SS
N:
2252
-
8
8
2
2
R
ev
iew
in
g
th
e
V
a
n
Hiele
mo
d
el
a
n
d
th
e
a
p
p
lica
tio
n
o
f m
eta
co
g
n
itio
n
o
n
…
(
Mu
h
a
mma
d
A
mma
r
N
a
u
fa
l
)
605
[3
0
]
A.
P
.
S
id
d
a
wa
y
,
A.
M
.
W
o
o
d
,
a
n
d
L
.
V.
He
d
g
e
s,
“
Ho
w
t
o
Do
a
S
y
ste
m
a
ti
c
Re
v
iew
:
A
Be
st
P
ra
c
ti
c
e
G
u
id
e
fo
r
Co
n
d
u
c
ti
n
g
a
n
d
Re
p
o
r
ti
n
g
Na
rra
ti
v
e
Re
v
iew
s,
M
e
ta
-
An
a
ly
se
s,
a
n
d
M
e
ta
-
S
y
n
t
h
e
se
s,”
An
n
u
.
Rev
.
Ps
y
c
h
o
l.
,
v
o
l.
7
0
,
n
o
.
1
,
p
p
.
7
47
–
7
7
0
,
Ja
n
.
2
0
1
9
,
d
o
i
:
1
0
.
1
1
4
6
/an
n
u
re
v
-
p
sy
c
h
-
0
1
0
4
1
8
-
1
0
2
8
0
3
.
[3
1
]
B.
Kitc
h
e
n
h
a
m
a
n
d
S
.
C
h
a
rters
,
“
G
u
id
e
li
n
e
s
fo
r
p
e
rf
o
rm
in
g
sy
ste
m
a
ti
c
li
tera
tu
re
re
v
iew
s
in
so
f
twa
re
e
n
g
i
n
e
e
rin
g
,
”
EBS
E
2
0
0
7
-
0
0
1
.
Ke
e
le
Un
i
v
e
rsity
a
n
d
Du
r
h
a
m
Un
iv
e
rsit
y
Jo
i
n
t
Re
p
o
rt
,
2
0
0
7
.
[O
n
li
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/www
.
e
lse
v
ier.co
m
/_
_
d
a
ta/
p
ro
m
is_
m
isc
/5
2
5
4
4
4
sy
st
e
m
a
ti
c
re
v
iew
sg
u
i
d
e
.
p
d
f
.
[3
2
]
C.
Ha
rt,
Do
in
g
a
L
it
e
ra
tu
re
Re
v
iew:
Rele
a
sin
g
th
e
S
o
c
i
a
l
S
c
ie
n
c
e
Res
e
a
rc
h
Ima
g
in
a
ti
o
n
.
S
AG
E
P
u
b
li
c
a
ti
o
n
s,
2
0
1
8
.
[3
3
]
A.
H.
A
b
d
u
ll
a
h
a
n
d
E.
Zak
a
ria,
“
En
h
a
n
c
in
g
S
tu
d
e
n
ts’
Lev
e
l
o
f
Ge
o
m
e
tri
c
Th
i
n
k
i
n
g
Th
r
o
u
g
h
Va
n
Hie
le
’s
P
h
a
se
-
b
a
se
d
Lea
rn
in
g
,
”
In
d
i
a
n
J
.
S
c
i.
T
e
c
h
n
o
l
.
,
v
o
l
.
6
,
n
o
.
5
,
p
p
.
1
–
1
5
,
2
0
1
3
.
[3
4
]
A.
S
.
M
d
.
Yu
n
u
s,
A.
F
.
M
o
h
d
Ay
u
b
,
a
n
d
T.
T.
Ho
c
k
,
“
G
e
o
m
e
tri
c
Th
in
k
in
g
o
f
M
a
lay
sia
n
El
e
m
e
n
tary
S
c
h
o
o
l
S
tu
d
e
n
ts,”
In
t.
J
.
I
n
str.
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
1
0
9
5
–
1
1
1
2
,
Ja
n
.
2
0
1
9
,
d
o
i:
1
0
.
2
9
3
3
3
/i
ji
.
2
0
1
9
.
1
2
1
7
0
a
.
[3
5
]
D.
Arg
a
sw
a
ri,
“
De
v
e
lo
p
m
e
n
t
o
f
M
o
d
u
le
o
f
Lea
n
rin
g
G
e
o
m
e
try
B
a
se
d
o
n
Va
n
Hie
le
T
h
e
o
ry
,
”
J
.
Da
y
a
M
a
t.
,
v
o
l.
6
,
n
o
.
3
,
p
.
2
7
6
,
2
0
1
9
,
d
o
i:
1
0
.
2
6
8
5
8
/j
d
s.v
6
i
3
.
8
5
2
8
.
[3
6
]
J.
K.
Ale
x
a
n
d
K.
J.
M
a
m
m
e
n
,
“
Les
so
n
s
Lea
rn
t
fro
m
Em
p
lo
y
in
g
Va
n
Hie
le
Th
e
o
r
y
Ba
se
d
In
str
u
c
ti
o
n
i
n
S
e
n
io
r
S
e
c
o
n
d
a
ry
S
c
h
o
o
l
G
e
o
m
e
try
Clas
sro
o
m
s,”
Eu
ra
si
a
J
.
M
a
t
h
.
S
c
i.
T
e
c
h
n
o
l
.
Ed
u
c
.
,
v
o
l
.
1
2
,
n
o
.
1
0
,
p
p
.
2
2
2
3
–
2
2
3
6
,
2
0
1
6
,
d
o
i:
1
0
.
1
2
9
7
3
/eu
ra
sia
.
2
0
1
6
.
1
2
2
8
a
.
[3
7
]
M
.
N.
Ha
ss
a
n
,
A.
H.
Ab
d
u
ll
a
h
,
a
n
d
N.
Ism
a
il
,
“
Eff
e
c
ts
o
f
VH
-
iS
TE
M
Lea
rn
in
g
S
trate
g
y
o
n
B
a
s
ic
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
S
t
u
d
e
n
ts’
De
g
re
e
o
f
Ac
q
u
isit
io
n
o
f
Va
n
Hie
le
Lev
e
ls
o
f
Th
in
k
in
g
in
S
o
k
o
t
o
S
tate
,
Nig
e
ri
a
,
”
Un
ive
rs
.
J
.
Ed
u
c
.
Res
.
,
v
o
l.
8
,
n
o
.
9
,
p
p
.
4
2
1
3
–
4
2
2
3
,
2
0
2
0
,
d
o
i:
1
0
.
1
3
1
8
9
/u
jer.2
0
2
0
.
0
8
0
9
4
8
.
[3
8
]
L.
Ad
u
l
y
a
sa
s,
“
Tran
sfe
rr
in
g
Va
n
Hie
le
P
h
a
se
b
a
se
d
Earn
in
g
t
o
t
h
e
Tab
let
Ap
p
l
ica
ti
o
n
f
o
r
En
h
a
n
c
in
g
S
e
c
o
n
d
a
ry
S
tu
d
e
n
t’s
G
e
o
m
e
tri
c
Th
in
k
in
g
,
”
J
.
Ad
v
.
Res
.
Dy
n
.
Co
n
tro
l
S
y
st
.
,
v
o
l
.
1
2
,
n
o
.
S
P
4
,
p
p
.
8
–
1
5
,
M
a
r.
2
0
2
0
,
d
o
i:
1
0
.
5
3
7
3
/JARD
CS
/V
1
2
S
P
4
/
2
0
2
0
1
4
6
0
.
[3
9
]
G
.
R.
K
e
k
a
n
a
,
“
Us
in
g
G
e
o
G
e
b
r
a
in
tran
sfo
rm
a
ti
o
n
g
e
o
m
e
try
:
a
n
in
v
e
sti
g
a
ti
o
n
b
a
se
d
o
n
th
e
Va
n
Hie
le
m
o
d
e
l,
”
M
a
ste
r
Diss
e
rtatio
n
,
Un
i
v
e
rsity
o
f
P
re
to
ria,
2
0
1
6
.
[4
0
]
M
.
Š
k
r
b
e
c
a
n
d
T.
H.
Ča
d
e
ž
,
“
Id
e
n
ti
fy
i
n
g
a
n
d
F
o
ste
ri
n
g
Hig
h
e
r
Le
v
e
ls
o
f
G
e
o
m
e
tri
c
Th
in
k
i
n
g
,
”
Eu
ra
sia
J
.
M
a
t
h
.
S
c
i.
T
e
c
h
n
o
l
.
Ed
u
c
.
,
v
o
l.
1
1
,
n
o
.
3
,
p
p
.
6
0
1
–
6
1
7
,
Ju
n
.
2
0
1
5
,
d
o
i:
1
0
.
1
2
9
7
3
/eu
ra
sia
.
2
0
1
5
.
1
3
3
9
a
.
[4
1
]
C.
M
a
rk
o
p
o
u
lo
s,
D.
P
o
tari
,
W.
B
o
y
d
,
Κ.
P
e
tt
a
,
a
n
d
M
.
Ch
a
se
li
n
g
,
“
Th
e
De
v
e
lo
p
m
e
n
t
o
f
P
rima
ry
S
c
h
o
o
l
S
tu
d
e
n
ts’
3
D
G
e
o
m
e
tri
c
a
l
Th
in
k
in
g
wit
h
in
a
Dy
n
a
m
ic
Tran
sfo
rm
a
ti
o
n
C
o
n
tex
t,
”
Cre
a
t.
E
d
u
c
.
,
v
o
l
.
6
,
n
o
.
6
,
p
p
.
1
5
0
8
–
1
5
2
2
,
2
0
1
5
,
d
o
i:
1
0
.
4
2
3
6
/ce
.
2
0
1
5
.
6
1
4
1
5
1
.
[4
2
]
M
.
B.
Ak
g
ü
l
,
“
T
h
e
Eff
e
c
t
o
f
U
sin
g
Dy
n
a
m
ic
G
e
o
m
e
try
S
o
ftwa
re
o
n
Ei
g
h
t
G
ra
d
e
S
tu
d
e
n
ts’
Ac
h
iev
e
m
e
n
t
i
n
Tran
sfo
rm
a
ti
o
n
G
e
o
m
e
try
,
G
e
o
m
e
tri
c
Th
in
k
i
n
g
a
n
d
Atti
t
u
d
e
s
To
wa
rd
M
a
th
e
m
a
ti
c
s
a
n
d
Tec
h
n
o
l
o
g
y
,
”
Th
e
sis,
M
id
d
le E
a
st T
e
c
h
n
ica
l
U
n
iv
e
rsit
y
,
2
0
1
4
.
[4
3
]
P
.
G
.
Ti
e
n
g
a
n
d
L.
K.
E
u
,
“
Im
p
ro
v
in
g
S
t
u
d
e
n
ts’
Va
n
Hie
le
Lev
e
l
Of
G
e
o
m
e
tri
c
Th
in
k
in
g
Us
i
n
g
G
e
o
m
e
ter’s
S
k
e
tch
p
a
d
,
”
M
a
l
a
y
sia
n
On
li
n
e
J
.
Ed
u
c
.
T
e
c
h
n
o
l.
,
v
o
l.
2
,
n
o
.
3
,
p
p
.
2
0
-
31
,
2
0
1
3
.
[On
li
n
e
].
Av
a
il
a
b
le
:
ww
w.m
o
jet.
n
e
t.
[4
4
]
C.
C.
M
e
n
g
a
n
d
N.
Id
ris,
“
E
n
h
a
n
c
in
g
S
t
u
d
e
n
ts’
G
e
o
m
e
tri
c
Th
in
k
i
n
g
a
n
d
Ac
h
iev
e
m
e
n
t
in
S
o
li
d
Ge
o
m
e
try
,
”
J
.
M
a
t
h
.
E
d
u
c
.
,
v
o
l.
5
,
n
o
.
1
,
p
p
.
1
5
–
3
3
,
2
0
1
2
.
[4
5
]
N.
Id
ris,
“
Th
e
Im
p
a
c
t
o
f
Us
in
g
G
e
o
m
e
ters
’
S
k
e
tch
p
a
d
o
n
M
a
l
a
y
sia
n
S
tu
d
e
n
ts’
Ac
h
ie
v
e
m
e
n
t
a
n
d
Va
n
Hie
l
e
G
e
o
m
e
tri
c
Th
in
k
in
g
,
”
J
.
M
a
t
h
.
E
d
u
c
.
,
v
o
l.
2
,
n
o
.
2
,
p
p
.
9
4
–
1
0
7
,
2
0
0
9
.
[4
6
]
C.
C.
M
e
n
g
,
“
En
h
a
n
c
in
g
S
t
u
d
e
n
ts’
G
e
o
m
e
tri
c
Th
in
k
i
n
g
T
h
ro
u
g
h
P
h
a
se
-
Ba
se
d
In
stru
c
ti
o
n
Us
i
n
g
G
e
o
m
e
ter’S
S
k
e
tch
p
a
d
:
a
Ca
se
S
tu
d
y
,
”
J
.
P
e
n
d
id
ik
d
a
n
Pen
d
i
d
ik.
,
v
o
l
.
2
4
,
p
p
.
8
9
–
1
0
7
,
2
0
0
9
.
[4
7
]
A.
H.
Ab
d
u
ll
a
h
a
n
d
M
.
M
o
h
a
m
e
d
,
“
Th
e
Us
e
o
f
In
tera
c
ti
v
e
Ge
o
m
e
try
S
o
ftwa
re
(IG
S
)
to
De
v
e
lo
p
G
e
o
m
e
tri
c
Th
in
k
in
g
,
”
J
.
T
e
k
n
o
l
.
,
v
o
l.
4
9
,
p
p
.
9
3
–
1
0
7
,
2
0
0
8
.
[4
8
]
N.
Id
ris,
“
Th
e
e
ffe
c
t
o
f
g
e
o
m
e
ters
’
sk
e
tch
p
a
d
o
n
th
e
p
e
rfo
rm
a
n
c
e
in
g
e
o
m
e
try
o
f
M
a
lay
sia
n
stu
d
e
n
t
s’
a
c
h
iev
e
m
e
n
t
a
n
d
t
h
e
ir
Va
n
Hie
le
g
e
o
m
e
tri
c
th
i
n
k
i
n
g
,
”
M
a
la
y
sia
n
J
.
M
a
t
h
.
S
c
i.
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
1
6
9
–
1
8
0
,
2
0
0
7
.
[4
9
]
K.
E.
Ch
a
n
g
,
Y.
T.
S
u
n
g
,
a
n
d
S
.
Y.
Li
n
,
“
De
v
e
lo
p
i
n
g
g
e
o
m
e
try
t
h
in
k
in
g
th
r
o
u
g
h
m
u
l
ti
m
e
d
ia
lea
rn
in
g
a
c
ti
v
it
ies
,
”
Co
mp
u
t
.
Hu
m
a
n
Beh
a
v
.
,
v
o
l.
2
3
,
n
o
.
5
,
p
p
.
2
2
1
2
–
2
2
2
9
,
2
0
0
7
,
d
o
i:
1
0
.
1
0
1
6
/
j.
c
h
b
.
2
0
0
6
.
0
3
.
0
0
7
.
[5
0
]
M
.
Ab
i
d
i
n
,
Z
.
Ism
a
il
,
a
n
d
N
.
Ism
a
il
,
“
G
e
o
m
e
tri
c
a
l
Th
in
k
i
n
g
with
Tec
h
n
o
l
o
g
y
:
A
S
y
ste
m
a
ti
c
Li
tera
t
u
re
Re
v
iew
,
”
i
n
2
0
1
8
IEE
E
1
0
th
In
ter
n
a
ti
o
n
a
l
Co
n
f
e
re
n
c
e
o
n
En
g
in
e
e
rin
g
E
d
u
c
a
ti
o
n
(ICEE
D)
,
No
v
.
2
0
1
8
,
p
p
.
2
3
0
–
2
3
5
,
d
o
i:
1
0
.
1
1
0
9
/IC
EE
D.2
0
1
8
.
8
6
2
6
9
4
9
.
[5
1
]
G
.
Ke
re
n
a
n
d
M
.
F
rid
i
n
,
“
Kin
d
e
rg
a
rten
S
o
c
ial
As
sistiv
e
Ro
b
o
t
(K
in
d
S
AR)
fo
r
c
h
il
d
re
n
’s
g
e
o
m
e
tri
c
th
i
n
k
i
n
g
a
n
d
m
e
tac
o
g
n
it
iv
e
d
e
v
e
lo
p
m
e
n
t
in
p
r
e
sc
h
o
o
l
e
d
u
c
a
ti
o
n
:
A
p
il
o
t
stu
d
y
,
”
Co
mp
u
t.
H
u
ma
n
Beh
a
v
.
,
v
o
l.
3
5
,
p
p
.
4
0
0
–
4
1
2
,
2
0
1
4
,
d
o
i:
1
0
.
1
0
1
6
/
j.
c
h
b
.
2
0
1
4
.
0
3
.
0
0
9
.
[5
2
]
F
.
F
.
F
irma
n
sy
a
h
,
B.
E.
Ari
b
o
w
o
,
R.
Da
m
a
y
a
n
ti
,
M
.
P
.
S
a
ri,
S
u
n
a
r
d
i,
a
n
d
E.
Y
u
d
ia
n
to
,
“
Th
e
m
a
tt
h
a
y
o
m
a
n
d
se
n
io
r
h
ig
h
sc
h
o
o
l
stu
d
e
n
t’s
m
e
tac
o
g
n
it
i
o
n
p
r
o
fil
e
o
n
so
lv
i
n
g
p
isa
tes
t
sh
a
p
e
a
n
d
sp
a
c
e
c
o
n
ten
t
b
a
se
d
o
n
Va
n
Hie
le
lev
e
l,
”
J
.
Ph
y
s.
Co
n
f.
S
e
r.
,
v
o
l
.
1
5
6
3
,
p
.
0
1
2
0
4
9
,
J
u
n
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
8
8
/
1
7
4
2
-
6
5
9
6
/
1
5
6
3
/
1
/0
1
2
0
4
9
.
Evaluation Warning : The document was created with Spire.PDF for Python.