The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks

Zeki Aksu; Ümmügülsüm Esen; Ayşe Tanatmış; Sevde Zema Gür

TR EN

İlköğretim Matematik Öğretmen Adaylarının Geometrik Düşünme Düzeyleri ve Geometrik Görevleri Çözme Başarıları

Abstract

Çeşitli akademik araştırmalar, lisans düzeyindeki öğrencilerin ulaştıkları anlama seviyesinin, eğitimcilerinin bilgi temeli tarafından önemli ölçüde etkilendiğini göstermektedir. Bu çalışmada, ilköğretim düzeyinde eğitim alacak öğretmen adaylarının geometrik akıl yürütme süreçleri ve geometrik problem çözme yöntemleri üzerine odaklanılmıştır. Araştırma örneklemi, 61 ilköğretim matematik öğretmeni adayından oluşmaktadır. Bu öğretmen adaylarının geometrik akıl yürütme becerilerini değerlendirmek amacıyla van Hiele geometrik değerlendirmesi kullanılmıştır. Toplamda beş çok maddeli geometrik görev sunulmuş ve öğrencilerin bu görevler karşısındaki yanıtları nicel analiz yöntemiyle incelenmiştir. Temel amaç, öğrencilerin görevleri tamamlarken karşılaştıkları kavram yanılgılarını irdelemek ve yanıtları ile ulaşılan geometrik akıl yürütme seviyesi arasındaki ilişkileri karşılaştırarak açıklamaktır. Bu değerlendirme için istatistiksel bir çıkarımsal analiz gerçekleştirilmiştir. Geometrik görevler ile Van Hiele Geometrik Düşünme değerlendirmesi arasındaki Pearson korelasyon katsayısı r = 0.471 olarak bulunmuş ve anlamlılık düzeyi p = 0.000 olarak belirlenmiştir. Bu bağlamda, ilköğretim matematik öğretmeni adaylarının geometrik görev sorularından aldıkları test puanları ile Van Hiele Geometrik Düşünme değerlendirmesinden elde ettikleri puanlar arasında pozitif, anlamlı ve orta düzeyde bir korelasyon olduğu görülmektedir. Ayrıca, geometrik görevlerin çözümleri ile ulaşılan geometrik akıl yürütme seviyesi arasındaki ilişkiler de açıklığa kavuşturulmuştur.

Keywords

The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks

Abstract

Various scholarly investigations indicate that the level of comprehension attained by undergraduate scholars is significantly influenced by the knowledge base of their educators. In this manuscript, we concentrate on the cognitive processes associated with geometric reasoning and the methodologies for resolving geometric problems through an examination of prospective educators in primary education. The research sample consisted of 61 prospective primary school mathematics teachers. To assess the geometric reasoning capabilities of these prospective educators, the van Hiele geometric assessment was employed. A total of five geometric multi-item tasks were presented, and the students' responses to these challenges were subjected to quantitative analysis. The principal objective was to scrutinize the students' misconceptions encountered during task completion and to juxtapose and elucidate the interrelations between their responses and their attained level of geometric reasoning. A statistical implicative analysis was conducted for this evaluation. The Pearson correlation coefficient between the geometric tasks and the Van Hiele Geometric Thinking assessment was found to be r = 0.471, with a significance level of p = 0.000. In this framework, it is evident that there exists a positive, significant, and moderate correlation between the test scores of the geometric task questions and the scores from the Van Hiele Geometric Thinking assessment among the prospective primary school mathematics educators. Furthermore, the interconnections between the resolutions of the five geometric tasks and the attained level of geometric reasoning were also elucidated. Keywords: Word, word, word prospective primary school mathematics educators. Furthermore, the interconnections between the resolutions of the five geometric tasks and the attained level of geometric reasoning were also elucidated mathematics educators. Furthermore, the interconnections between the resolutions of the five geometric tasks and the attained level of geometric reasoning were also elucidated.

Keywords

Supporting Institution

Tübitak

Ethical Statement

Bu çalışmanın, özgün bir çalışma olduğunu; çalışmanın hazırlık, veri toplama, analiz ve bilgilerin sunumu olmak üzere tüm aşamalarından bilimsel etik ilke ve kurallarına uygun davrandığımı; bu çalışma kapsamında elde edilmeyen tüm veri ve bilgiler için kaynak gösterdiğimi ve bu kaynaklara kaynakçada yer verdiğimi; kullanılan verilerde herhangi bir değişiklik yapmadığımı, çalışmanın Committee on Publication Ethics (COPE)' in tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet ettiğimi beyan ederim.

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Details

Primary Language

English

Subjects

Mathematics Education

Journal Section

Research Article

Authors

Zeki Aksu ^*
0000-0001-6839-6847
Türkiye

Ümmügülsüm Esen
0009-0001-7378-7460
Türkiye

Ayşe Tanatmış
0009-0000-2230-4417
Türkiye

Sevde Zema Gür
0009-0004-9346-6674
Türkiye

Early Pub Date

June 19, 2025

Publication Date

June 30, 2025

Submission Date

March 4, 2025

Acceptance Date

April 7, 2025

Published in Issue

Year 2025 Volume: 9 Number: 1

IZ

https://izlik.org/JA95TF97UJ

Cite

RIS / Bibtex

APA

Aksu, Z., Esen, Ü., Tanatmış, A., & Gür, S. Z. (2025). The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks. Studies in Educational Research and Development, 9(1), 1-16. https://izlik.org/JA95TF97UJ

AMA

1.Aksu Z, Esen Ü, Tanatmış A, Gür SZ. The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks. SERD. 2025;9(1):1-16. https://izlik.org/JA95TF97UJ

Chicago

Aksu, Zeki, Ümmügülsüm Esen, Ayşe Tanatmış, and Sevde Zema Gür. 2025. “The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks”. Studies in Educational Research and Development 9 (1): 1-16. https://izlik.org/JA95TF97UJ.

EndNote

Aksu Z, Esen Ü, Tanatmış A, Gür SZ (June 1, 2025) The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks. Studies in Educational Research and Development 9 1 1–16.

IEEE

[1]Z. Aksu, Ü. Esen, A. Tanatmış, and S. Z. Gür, “The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks”, SERD, vol. 9, no. 1, pp. 1–16, June 2025, [Online]. Available: https://izlik.org/JA95TF97UJ

ISNAD

Aksu, Zeki - Esen, Ümmügülsüm - Tanatmış, Ayşe - Gür, Sevde Zema. “The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks”. Studies in Educational Research and Development 9/1 (June 1, 2025): 1-16. https://izlik.org/JA95TF97UJ.

JAMA

1.Aksu Z, Esen Ü, Tanatmış A, Gür SZ. The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks. SERD. 2025;9:1–16.

MLA

Aksu, Zeki, et al. “The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks”. Studies in Educational Research and Development, vol. 9, no. 1, June 2025, pp. 1-16, https://izlik.org/JA95TF97UJ.

Vancouver

1.Zeki Aksu, Ümmügülsüm Esen, Ayşe Tanatmış, Sevde Zema Gür. The Geometric Thinking Levels of Prospective Primary School Mathematics Teachers and Their Success in Solving Geometric Tasks. SERD [Internet]. 2025 Jun. 1;9(1):1-16. Available from: https://izlik.org/JA95TF97UJ