Identification of Geometry Learning Indicators and Selection of the Best Teaching Method in Geometry Using a Combined Delphi-Fuzzy and FBWM-FTOPSIS Technique

Authors

  • Abdulhamid Jahangiri PhD student in Mathematics Education, Department of Mathematics, Science and Research Unit, Islamic Azad University, Tehran, Iran
  • Mahnaz Barkhordari Assistant Professor, Department of Mathematics, Bandar Abbas Unit, Islamic Azad University, Bandar Abbas, Iran
  • Abolfazl Tehranian Professor of Mathematics Department, Faculty of Convergent Sciences and Technologies, Science and Research Unit, Islamic Azad University, Tehran, Iran
  • Mohsen Rostami Mal Khalifa Assistant Professor, Department of Mathematics, Science and Research Unit, Islamic Azad University, Tehran, Iran

DOI:

https://doi.org/10.30495/jme.v18i0.3106

Keywords:

Geometry, Teaching Method, Fuzzy Delphi Technique, FBWM, FTOPSIS

Abstract

The aim of this research is to identify geometry learning indicators and determine the best teaching method using a combined Delphi-fuzzy and FBWM-FTOPSIS technique. The population of this study includes high schools in Hormozgan province. Data collection utilized three types of questionnaires: a fuzzy Delphi questionnaire for indicator identification, fuzzy best-worst method (FBWM) questionnaires for weighting the indicators, and fuzzy TOPSIS questionnaire for prioritizing the indicators.
Initially, through literature review and expert opinions gathered from the questionnaires, primary and secondary factors influencing geometry learning were identified. Ultimately, 146 factors related to teacher, student, and space/facilities indicators were identified, with 110 factors accepted for further analysis. Subsequently, using the FBWM technique, final weights for the primary indicators were calculated, followed by determining the best teaching method in geometry using the fuzzy TOPSIS technique.
Teaching methods evaluated and ranked included cooperative group learning, computer-based instruction, exploratory learning, and other conventional methods. The results indicated that cooperative group learning emerged as the best method for teaching geometry, showing significant effectiveness and meaningful correlation with geometric concepts. These findings suggest that implementing interactive and collaborative methods can enhance student learning and deepen their understanding of geometric concepts.


Author Biographies

Abdulhamid Jahangiri, PhD student in Mathematics Education, Department of Mathematics, Science and Research Unit, Islamic Azad University, Tehran, Iran

PhD student in Mathematics Education

Mahnaz Barkhordari, Assistant Professor, Department of Mathematics, Bandar Abbas Unit, Islamic Azad University, Bandar Abbas, Iran

18th grade assistant professor

Abolfazl Tehranian, Professor of Mathematics Department, Faculty of Convergent Sciences and Technologies, Science and Research Unit, Islamic Azad University, Tehran, Iran

Professor of Mathematics Department

Mohsen Rostami Mal Khalifa, Assistant Professor, Department of Mathematics, Science and Research Unit, Islamic Azad University, Tehran, Iran

Assistant Professor, Department of Mathematics

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Published

2025-02-02

Issue

Vol. 18

Section

Vol. 18, No. 10, (2024)

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