Are 9th Grade Students Ready to Engage in the Theoretical Discursive Process in Geometry?

This study was conducted to examine whether newly enrolled 9th grade students were ready directly engage in the theoretical discursive process from perspective of Duval’s Cognitive Model. The sample comprised 51 newly-enrolled 9thgrade between ages 14 and 15, who had not received any prior geometry instruction. These posed two open-ended questions that would enable them make a transition perceptual apprehension. qualitative data obtained classified into three categories, clinical interviews held with each category. According findings study, many could display necessary behaviors for process. Students mostly unsuccessful converting information information, writing based on making inferences information. indicate recent graduates secondary school are enough and, thus, they experience difficulties such high order skills as providing proof requiring