Van Hiele Levels of Geometric Thinking and Constructivist-Based Teaching Practices

Year 2021, Volume: 17 Issue: 1, 22 - 40, 15.04.2021

Tuğba Uygun Pınar Güner

https://doi.org/10.17860/mersinefd.684571

Abstract

Bu çalışmanın amacı matematik öğretmen adaylarının van Hiele geometrik düşünme düzeyleri ve öğretim uygulamalarının ne derece yapılandırmacı yaklaşımı temel alarak gerçekleştirebildikleri arasındaki ilişkinin araştırılmasıdır. Bu çalışmayı yönlendiren araştırma problemlerini cevaplamak amacıyla, veriler matematik öğretmen adaylarının van Hiele geometrik düşünme düzeylerini belirlemek için van Hiele Geometri Testi kullanılmıştır. Ayrıca, öğretmen adaylarının yapılandırmacı yaklaşım temel alınarak gerçekleştirilen öğretim uygulaması için de Yenilenen Öğretimi Gözlem Protokolü’nün 108 matematik öğretmen adayına uygulanmasıyla toplanmıştır. Ayrıca, araştırma problemine ilişkin daha detaylı veriye ulaşmak için 15 matematik öğretmen adayıyla görüşme yapılmıştır. Araştırmanın bulguları, matematik öğretmen adaylarının yapılandırmacı yaklaşımı temel alarak gerçekleştirdikleri öğretim uygulamaları ile van Hiele geometrik düşünme düzeyleri arasında pozitif yönde anlamlı bir ilişki olduğunu göstermektedir. Sonuç olarak, van Hiele geometrik düşünme düzeyleri yüksek olan öğretmen adaylarının yapılandırmacı yaklaşımı temel alarak öğretim uygulamalarını daha etkili şekilde gerçekleştirebildikleri görülmüştür.

Keywords

van Hiele geometrik düşünme, yapılandırmacı yaklaşım temelli öğretim, geometri öğretimi, öğretmen adayları

Van Hiele Levels of Geometric Thinking and Constructivist-Based Teaching Practices

Abstract

This study aimed to establish the relationship between pre-service elementary mathematics teachers’ (PEMTs) van Hiele geometric thinking levels and their constructivist-based teaching practices. In order to address the research questions framing this study, data related to the PEMTs’ van Hiele geometry reasoning stages were gathered through the van Hiele Geometry Test (VHGT). In addition, constructivist-based teaching practice was examined by conducting the observation protocol named as Reformed Teaching Observation Protocol (RTOP) to the 108 PEMTs. Moreover, interviews were conducted to 15 Turkish PEMTs in order to obtain detailed information about the research question. The results of the data analysis represented that there was a statistically significant positive correlation between the PEMTs’ constructivist-based teaching practice and their van Hiele geometry reasoning levels. As a conclusion, the PEMTs having high level of van Hiele geometry thinking were likely to enact their teaching practices more appropriately to the constructivist approach.

Keywords

van Hiele geometric thinking level, constructivist-based teaching, geometry teaching, preservice treachers

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