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The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities

Year 2015, Volume: 6 Issue: 3, 338 - 365, 10.12.2015

Fatih Karakuş , Murat Peker

https://doi.org/10.16949/turcomat.31338
Cited By: 4

Abstract

The purpose of the study was to compare the influence of dynamic geometry software activities and influence of the physical manipulatives and drawing activities on the spatial ability and van Hiele levels of pre-service primary school teachers in a geometry course. A quasi-experimental statistical design was used in the study. The participants were 61 pre-service primary teachers in the second year of their undergraduate program in the Department of Elementary Education at Afyon Kocatepe University. A total of 32 pre-service teachers (computer group) were trained in the dynamic geometry based activities and 29 pre-service teachers (physical-drawing group) were trained in the physical manipulative and drawing based activities. In order to determine the two groups of the pre-service teachers’ geometric thinking levels, the van Hiele Geometry Test and in order to determine the two groups of the pre-service teachers’ spatial ability, The Purdue Spatial Visualization Test was used as the pre-test and post-test. The results of the study showed that there was no difference on the post-test of the two groups related to the van Hiele levels and spatial abilities. Moreover, both groups have significantly higher achievement on the post-test compared to the pre-test.

Keywords

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References

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  • Akasah, Z. A., & Alias, M. (2010). Bridging the spatial visualisation skills gap through engineering drawing using the whole-to-parts approach. Australasian Journal of Engineering Education, 16(1), 81-86.
  • Arıcı, S., & Aslan-Tutak, F. (2013). The effect of origami-based instruction on spatial visualization, geometry achievement and geometry reasoning. International Journal of Science and Mathematics Education, DOI. 10.1007/s10763-013-9487-8.
  • Baki, A. (2001). Bilişim Teknolojisi Işığı Altında Matematik Eğitiminin Değerlendirilmesi. Milli Eğitim Dergisi, 149, 26-31.
  • Baki, A., Kösa, T., & Güven, B. (2011). A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre-service mathematics teachers. British Journal of Educational Technology, 42(2), 291-310.
  • Battista, M. (1980). Interrelationships between problem solving ability, right hemisphere, processing facility, and mathematics learning. Focus on Learning Problems in Mathematics, 2, 53-60.
  • Battista, M. T. (1994). On Greeno's Environmental/model view of conceptual domains: A spatial/geometric perspective. Journal for Research in Mathematics Education, 25(1), 86-99.
  • Bell, M. D. (1998). Impact of an inductive conjecturing approach in a dynamic geometry enhanced environment (doctoral dissertation, Georgia State University, 1998). Dissertation Abstracts International,, 59(5), 1498. Retrieved from ProQuest/Dissertations and Theses database.
  • Boakes, N. (2009). Origami instruction in the middle school mathematics classroom: Its impact on spatial visualization and geometry knowledge of students. Reearch in Middle Level Education Online, 32(7), 1-12.
  • Breen, J. J. (2000). Achievement of Van Hiele Level Two in Geometry Thinking By Eighth Grade Students Through The Use of Geometry Computer-Based Guided Instruction. 60(07). Dissertation Abstract Index, 60(07), 116A. 258.
  • Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing The Van Hiele Levels of Development in Geometry. Journal for Research in Mathematics Education, 17(1), 31-48.
  • Chaim, D. B., Lappan, G., & Houang, R. T. (1988). The effect of Instruction on Spatial Visualization skills of middle school boys and girls. American Educational Research Journal, 25(1), 51-71.
  • Clements, D. H. (1998). Geometric and spatial thinking in young children. (Report No. NSF-MDR-8954664). Arlington, VA: National Science Foundation (ERIC No. ED436232).
  • Clements, D. H., & Battista, M. T. (1992). Geometryand spatial reasoning. In D. A. Grouws, Handbook of research on mathematics teaching and learning (pp. 420-464). NY: Mcmillian.
  • Clements, D., & Battista, M. (1990). The effects of logo on children’s conceptualizations of angle and polygons. Journal for Research in Mathematics Education, 21(5), 356-371.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Science (Second Edition). Hillsdale, New Jersey: Lawrence Erlbaum Associates Publishers.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th edition). NY: Routledge.
  • Corley, T. L. (1991). Students' Levels of Thinking as Related to Achievement in Geometry (Ed. D. Arizona State University, 1990). Dissertation Abstract International, 51(7).
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th edition). Boston: Pearson.
  • Crowley, M. L. (1987). The van Hiele Model of the Development of Geometric Thought. In M. M. Lindquist, & A. P. Shulte, Learning and teaching geometry K-12 1987 yearbook (pp. 1-16). Reston: VA: The National Council of Teachers of Mathematics.
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  • Duatepe, A. (2000). An investigation of the relationship between van Hiele geometric level of thinking and demographic variables for pre-service elementary school teachers (Unpublished master thesis). Middle East Technical University: Ankara.
  • Duatepe, A. (2004). The effects of drama based instruction on seventh grade students' geometry achievement, van Hiele geometric thinking levels, attitude toward mathematics and geometry. (Doctoral dissertation). Retrieved from https://etd.lib.metu.edu.tr/upload/3/12605351/index
  • Erkoç, M. F., Gecü, Z., & Erkoç, Ç. (2013). The Effects of Using Google SketchUp on the Mental Rotation Skills of Eighth Grade Students. Educational Sciences: Theory & Practice, 13(2), 1285-1294.
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  • Fennema, E., & Sherman, J. (1977). Sex-Related Differences in Mathematics Achievement Spatial Visualization and Affective Factors. American Educational Reserach Journal, 1, 51-71.
  • Fuys, D., Geddes, D., & Tischler, R. (1988). The van Hiele model of thinking in geometry among adolencents. Reston, VA: National Council of Teachers of Mathematics.
  • Grattoni, C. (2007). Spatial skills and mathematical problem solving ability on high school students. Retrieved from Northwestern University: http://www.sesp.northwestern.edu/docs/masters/1469752174482341f7902e2.pdf
  • Guay, R. B. (1977). Purdue spatial visualization test. West Lafayette, Indiana: Purdue Research Foundation.
  • Guay, R. B. (1980). Spatial ability measurement: A critique and an alternative. A paper presented at the 1980 Annual Meeting of the American Educational Research Association. Boston, M.A: ERIC Document Reproduction Service No. ED 189166.
  • Guay, R. B., & Mc Daniel, E. D. (1977). The relationship between mathematics achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 8, 211-215.
  • Guay, R., & McDaniel, E. (1977). The relationship between math achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 7, 211-215.
  • Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: the role of the linear number line. Dev. Psychol, 48, 1229-1241.
  • Gutierrez, A. (1992). Exploring the links between van Hiele and 3-dimensional geometry. Retrieved from http://www.uv.es/gutierre/archivos1/textospdf/Gut92a.pdf
  • Gutierrez, A. (1996). Visualization in 3-dimensional geometry: In search of a framework. In L. Puig, & A. Gutierrez, Proceedings of the 20th conference of the international group for the psychology of mathematics education (pp. 3-19). Valencia: Universidad de Valencia.
  • Güven, B., & Kösa, T. (2008). The effect of dynamic geometry software on student mathematics teachers' spatial visualization skills. The Turkish Online Journal of Educational Technology, 7(4), 100-1007.
  • Halat, E. (2007). Reform-Based Curriculum & Acquisition of the Levels. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 41-49.
  • Hershkowitz, R. (1987). The acquisition of concepts and misconceptions in basic geometry-Or when "a little learning is a dangerous thing." In J. D. Novak (Ed.),. Proceedings of the second international seminar on misconceptions and educational strategies in science and mathematics (pp. 238-251). Itacha, NY: Cornell University.
  • Hoffer, A. (1981). Geometry is more than proof. Mathematics Teacher, 74, 11-18.
  • Hoong, L. Y., & Khoh, L. S. (2003). Effects of geometer's sketchpad on spatial ability and achievement in transformation geometry among secondary two students in Singapore. The Mathematics Educator, 7(1), 32-48.
  • Hoyles, C., & Noss, R. (1994). Dynamic geometry environments: What's the point? The Mathematics Teacher, 87(9), 716-717.
  • Karrass, M. (2012). Diagrammatic reasoning skills of pre-service mathematics teachers. (Doctoral dissertation, Columbia University, 2012) . Retrieved from http://academiccommons.columbia.edu/download/fedora_content/download/ac:143878/CONTENT/Karrass_columbia_0054D_10535.pdf
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  • Kurtuluş, A. (2013). The effects of web-based interactive virtual tours on the development of prospective mathematics teachers' spatial skills. Computers & Education, 63, 141-150.
  • Kutluca, T. (2013). The effect of geometry instruction with dynamic geometry software; GeoGebra on van Hiele geometry understanding levels of students. Educational Research and Reviews, 8(17), 1509-1518.
  • Lim, C., & Hwa, T. Y. (2007). Promoting mathematical thinking in the Malaysian classroom: issues and challenges. Retrieved from http://www.criced.tsukuba.ac.jp/math/apec/apec2007/paper_pdf/Lim%20Chap%20Sam.pdf
  • Linn, M., & Petersen, A. (1985). Emergence and characterization of sex differences in spatial ability: a meta-analysis. Child Development, 56, 1479-1498.
  • Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford CA: Stanford University Press.
  • Marchis, I. (2012). Preservice Primary School Teachers' Elementary Geometry Knowledge. Acta Didactica Naporensia, 5(2), 33-40.
  • Markey, S. M. (2009). The relationship between visual-spatial reasoning ability and math and geometry problem-solving. (Doctoral dissertation). Avaible from ProQuest Dissertations and Theses database (UMI No. 3385692).
  • McGee, M. G. (1979). Human spatial abilities: Psychometric studies and environmental, genetic, hormonal and neurological influences. Psychological Bulletin, 86, 889-918.
  • Mistretta, R. (1996). A Supplemental Geometry Unit to Enhance Eighth-grade Students' Van Hiele Thinking Levels. ProQuest, UMI Dissertations Publishing.
  • Naraine, B. (1989). Relationships among eye fixation variables on task-oriented viewing of angles, van Hiele levels, spatial ability and field dependence (Doctoral dissertation, The Ohio State University, 1989). Dissertation Abstracts International, 50(3914A).
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Olkun, S. (2003). Making Connections: Improving Spatial Abilities with Engineering Drawing Activities. International Journal of Mathematics Teaching and Learning, 1-10.
  • Olkun, S., & Aydoğdu, T. (2003). Üçüncü Uluslararası Matematik ve Fen Araştırması (TIMSS) Nedir? Neyi Sorgular? Örnek Geometri Soruları ve Etkinlikler. İlköğretim Online, 2(1), 28-35.
  • Olkun, S., & Aydoğdu, T. (2003). Üçüncü Uluslararası Matematik ve Fen Araştırması (TIMSS) Nedir? Neyi Sorgular? Örnek Geometri Soruları ve Etkinlikler. İlköğretim Online, 2(1), 28-35.
  • Pegg, J., & Davey, G. (1998). Interpreting student understanding of geometry: A synthesis of two models. In R. Lehrer, & D. Chazan, Designing learning environments for developing understanding of geometry and space (pp. 109-135). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Pickreign, J. (2007). Rectangles and Rhombi: how well do preservice teachers know them? IUMPST: The Journal, Vol 1, 1-7.
  • Risma, D. A., Putri, R. I., & Hartono, Y. (2013). On developing students' spatial visualisation ability. International Educational Studies, 6(9), 1-12.
  • Sevimli, E. (2009). Matematik öğretmen adaylarının belirli integral konusundaki temsil tercihlerinin uzamsal yetenek ve akademik başarı bağlamında incelenmesi (Unpublished master thesis). Marmara Üniversitesi: İstanbul.
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Year 2015, Volume: 6 Issue: 3, 338 - 365, 10.12.2015

Fatih Karakuş , Murat Peker

https://doi.org/10.16949/turcomat.31338
Cited By: 4

Abstract

References

  • Abdullah, A. H., & Zakaria, E. (2013). The Effects of van Hiele's Phase-Based Instruction Using the Geometer's Sketchpad (GSP) on students' Level of Geometric Thinking. Research Journal of Applied Sciences, Engineering and Technology, 5(5), 1652-1660.
  • Akasah, Z. A., & Alias, M. (2010). Bridging the spatial visualisation skills gap through engineering drawing using the whole-to-parts approach. Australasian Journal of Engineering Education, 16(1), 81-86.
  • Arıcı, S., & Aslan-Tutak, F. (2013). The effect of origami-based instruction on spatial visualization, geometry achievement and geometry reasoning. International Journal of Science and Mathematics Education, DOI. 10.1007/s10763-013-9487-8.
  • Baki, A. (2001). Bilişim Teknolojisi Işığı Altında Matematik Eğitiminin Değerlendirilmesi. Milli Eğitim Dergisi, 149, 26-31.
  • Baki, A., Kösa, T., & Güven, B. (2011). A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre-service mathematics teachers. British Journal of Educational Technology, 42(2), 291-310.
  • Battista, M. (1980). Interrelationships between problem solving ability, right hemisphere, processing facility, and mathematics learning. Focus on Learning Problems in Mathematics, 2, 53-60.
  • Battista, M. T. (1994). On Greeno's Environmental/model view of conceptual domains: A spatial/geometric perspective. Journal for Research in Mathematics Education, 25(1), 86-99.
  • Bell, M. D. (1998). Impact of an inductive conjecturing approach in a dynamic geometry enhanced environment (doctoral dissertation, Georgia State University, 1998). Dissertation Abstracts International,, 59(5), 1498. Retrieved from ProQuest/Dissertations and Theses database.
  • Boakes, N. (2009). Origami instruction in the middle school mathematics classroom: Its impact on spatial visualization and geometry knowledge of students. Reearch in Middle Level Education Online, 32(7), 1-12.
  • Breen, J. J. (2000). Achievement of Van Hiele Level Two in Geometry Thinking By Eighth Grade Students Through The Use of Geometry Computer-Based Guided Instruction. 60(07). Dissertation Abstract Index, 60(07), 116A. 258.
  • Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing The Van Hiele Levels of Development in Geometry. Journal for Research in Mathematics Education, 17(1), 31-48.
  • Chaim, D. B., Lappan, G., & Houang, R. T. (1988). The effect of Instruction on Spatial Visualization skills of middle school boys and girls. American Educational Research Journal, 25(1), 51-71.
  • Clements, D. H. (1998). Geometric and spatial thinking in young children. (Report No. NSF-MDR-8954664). Arlington, VA: National Science Foundation (ERIC No. ED436232).
  • Clements, D. H., & Battista, M. T. (1992). Geometryand spatial reasoning. In D. A. Grouws, Handbook of research on mathematics teaching and learning (pp. 420-464). NY: Mcmillian.
  • Clements, D., & Battista, M. (1990). The effects of logo on children’s conceptualizations of angle and polygons. Journal for Research in Mathematics Education, 21(5), 356-371.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Science (Second Edition). Hillsdale, New Jersey: Lawrence Erlbaum Associates Publishers.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th edition). NY: Routledge.
  • Corley, T. L. (1991). Students' Levels of Thinking as Related to Achievement in Geometry (Ed. D. Arizona State University, 1990). Dissertation Abstract International, 51(7).
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th edition). Boston: Pearson.
  • Crowley, M. L. (1987). The van Hiele Model of the Development of Geometric Thought. In M. M. Lindquist, & A. P. Shulte, Learning and teaching geometry K-12 1987 yearbook (pp. 1-16). Reston: VA: The National Council of Teachers of Mathematics.
  • Çakmak, S. (2009). An investigation of the effect of origami-based instruction on elementary students' spatial ability in mathematics. (Unpublished master thesis) Ortadoğu Teknik Üniversitesi: Ankara.
  • Del Grande, J. (1990). Spatial Sense. Arithmetic Teacher, 27, 14-20.
  • Duatepe, A. (2000). An investigation of the relationship between van Hiele geometric level of thinking and demographic variables for pre-service elementary school teachers (Unpublished master thesis). Middle East Technical University: Ankara.
  • Duatepe, A. (2004). The effects of drama based instruction on seventh grade students' geometry achievement, van Hiele geometric thinking levels, attitude toward mathematics and geometry. (Doctoral dissertation). Retrieved from https://etd.lib.metu.edu.tr/upload/3/12605351/index
  • Erkoç, M. F., Gecü, Z., & Erkoç, Ç. (2013). The Effects of Using Google SketchUp on the Mental Rotation Skills of Eighth Grade Students. Educational Sciences: Theory & Practice, 13(2), 1285-1294.
  • Erşen, Z., & Karakuş, F. (2013). Sınıf Öğretmeni Adaylarının Dörtgenlere Yönelik Kavram İmajlarının Değerlendirilmesi. Turkish Journal of Computer and Mathematics Education, 4(2), 124-146.
  • Fennema, E., & Sherman, J. (1977). Sex-Related Differences in Mathematics Achievement Spatial Visualization and Affective Factors. American Educational Reserach Journal, 1, 51-71.
  • Fuys, D., Geddes, D., & Tischler, R. (1988). The van Hiele model of thinking in geometry among adolencents. Reston, VA: National Council of Teachers of Mathematics.
  • Grattoni, C. (2007). Spatial skills and mathematical problem solving ability on high school students. Retrieved from Northwestern University: http://www.sesp.northwestern.edu/docs/masters/1469752174482341f7902e2.pdf
  • Guay, R. B. (1977). Purdue spatial visualization test. West Lafayette, Indiana: Purdue Research Foundation.
  • Guay, R. B. (1980). Spatial ability measurement: A critique and an alternative. A paper presented at the 1980 Annual Meeting of the American Educational Research Association. Boston, M.A: ERIC Document Reproduction Service No. ED 189166.
  • Guay, R. B., & Mc Daniel, E. D. (1977). The relationship between mathematics achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 8, 211-215.
  • Guay, R., & McDaniel, E. (1977). The relationship between math achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 7, 211-215.
  • Gunderson, E. A., Ramirez, G., Beilock, S. L., & Levine, S. C. (2012). The relation between spatial skill and early number knowledge: the role of the linear number line. Dev. Psychol, 48, 1229-1241.
  • Gutierrez, A. (1992). Exploring the links between van Hiele and 3-dimensional geometry. Retrieved from http://www.uv.es/gutierre/archivos1/textospdf/Gut92a.pdf
  • Gutierrez, A. (1996). Visualization in 3-dimensional geometry: In search of a framework. In L. Puig, & A. Gutierrez, Proceedings of the 20th conference of the international group for the psychology of mathematics education (pp. 3-19). Valencia: Universidad de Valencia.
  • Güven, B., & Kösa, T. (2008). The effect of dynamic geometry software on student mathematics teachers' spatial visualization skills. The Turkish Online Journal of Educational Technology, 7(4), 100-1007.
  • Halat, E. (2007). Reform-Based Curriculum & Acquisition of the Levels. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 41-49.
  • Hershkowitz, R. (1987). The acquisition of concepts and misconceptions in basic geometry-Or when "a little learning is a dangerous thing." In J. D. Novak (Ed.),. Proceedings of the second international seminar on misconceptions and educational strategies in science and mathematics (pp. 238-251). Itacha, NY: Cornell University.
  • Hoffer, A. (1981). Geometry is more than proof. Mathematics Teacher, 74, 11-18.
  • Hoong, L. Y., & Khoh, L. S. (2003). Effects of geometer's sketchpad on spatial ability and achievement in transformation geometry among secondary two students in Singapore. The Mathematics Educator, 7(1), 32-48.
  • Hoyles, C., & Noss, R. (1994). Dynamic geometry environments: What's the point? The Mathematics Teacher, 87(9), 716-717.
  • Karrass, M. (2012). Diagrammatic reasoning skills of pre-service mathematics teachers. (Doctoral dissertation, Columbia University, 2012) . Retrieved from http://academiccommons.columbia.edu/download/fedora_content/download/ac:143878/CONTENT/Karrass_columbia_0054D_10535.pdf
  • Kayhan, B. (2005). Investigation of High School Students’ Spatial Ability. Unpublished Master’s Thesis, Middle East Technical University.
  • Kurtuluş, A. (2013). The effects of web-based interactive virtual tours on the development of prospective mathematics teachers' spatial skills. Computers & Education, 63, 141-150.
  • Kutluca, T. (2013). The effect of geometry instruction with dynamic geometry software; GeoGebra on van Hiele geometry understanding levels of students. Educational Research and Reviews, 8(17), 1509-1518.
  • Lim, C., & Hwa, T. Y. (2007). Promoting mathematical thinking in the Malaysian classroom: issues and challenges. Retrieved from http://www.criced.tsukuba.ac.jp/math/apec/apec2007/paper_pdf/Lim%20Chap%20Sam.pdf
  • Linn, M., & Petersen, A. (1985). Emergence and characterization of sex differences in spatial ability: a meta-analysis. Child Development, 56, 1479-1498.
  • Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford CA: Stanford University Press.
  • Marchis, I. (2012). Preservice Primary School Teachers' Elementary Geometry Knowledge. Acta Didactica Naporensia, 5(2), 33-40.
  • Markey, S. M. (2009). The relationship between visual-spatial reasoning ability and math and geometry problem-solving. (Doctoral dissertation). Avaible from ProQuest Dissertations and Theses database (UMI No. 3385692).
  • McGee, M. G. (1979). Human spatial abilities: Psychometric studies and environmental, genetic, hormonal and neurological influences. Psychological Bulletin, 86, 889-918.
  • Mistretta, R. (1996). A Supplemental Geometry Unit to Enhance Eighth-grade Students' Van Hiele Thinking Levels. ProQuest, UMI Dissertations Publishing.
  • Naraine, B. (1989). Relationships among eye fixation variables on task-oriented viewing of angles, van Hiele levels, spatial ability and field dependence (Doctoral dissertation, The Ohio State University, 1989). Dissertation Abstracts International, 50(3914A).
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Olkun, S. (2003). Making Connections: Improving Spatial Abilities with Engineering Drawing Activities. International Journal of Mathematics Teaching and Learning, 1-10.
  • Olkun, S., & Aydoğdu, T. (2003). Üçüncü Uluslararası Matematik ve Fen Araştırması (TIMSS) Nedir? Neyi Sorgular? Örnek Geometri Soruları ve Etkinlikler. İlköğretim Online, 2(1), 28-35.
  • Olkun, S., & Aydoğdu, T. (2003). Üçüncü Uluslararası Matematik ve Fen Araştırması (TIMSS) Nedir? Neyi Sorgular? Örnek Geometri Soruları ve Etkinlikler. İlköğretim Online, 2(1), 28-35.
  • Pegg, J., & Davey, G. (1998). Interpreting student understanding of geometry: A synthesis of two models. In R. Lehrer, & D. Chazan, Designing learning environments for developing understanding of geometry and space (pp. 109-135). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Pickreign, J. (2007). Rectangles and Rhombi: how well do preservice teachers know them? IUMPST: The Journal, Vol 1, 1-7.
  • Risma, D. A., Putri, R. I., & Hartono, Y. (2013). On developing students' spatial visualisation ability. International Educational Studies, 6(9), 1-12.
  • Sevimli, E. (2009). Matematik öğretmen adaylarının belirli integral konusundaki temsil tercihlerinin uzamsal yetenek ve akademik başarı bağlamında incelenmesi (Unpublished master thesis). Marmara Üniversitesi: İstanbul.
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There are 77 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Fatih Karakuş

Murat Peker

Publication Date December 10, 2015
Published in Issue Year 2015 Volume: 6 Issue: 3

Cite

APA Karakuş, F., & Peker, M. (2015). The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(3), 338-365. https://doi.org/10.16949/turcomat.31338
AMA Karakuş F, Peker M. The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities. Turkish Journal of Computer and Mathematics Education (TURCOMAT). December 2015;6(3):338-365. doi:10.16949/turcomat.31338
Chicago Karakuş, Fatih, and Murat Peker. “The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 6, no. 3 (December 2015): 338-65. https://doi.org/10.16949/turcomat.31338.
EndNote Karakuş F, Peker M (December 1, 2015) The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 6 3 338–365.
IEEE F. Karakuş and M. Peker, “The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 6, no. 3, pp. 338–365, 2015, doi: 10.16949/turcomat.31338.
ISNAD Karakuş, Fatih - Peker, Murat. “The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 6/3 (December 2015), 338-365. https://doi.org/10.16949/turcomat.31338.
JAMA Karakuş F, Peker M. The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2015;6:338–365.
MLA Karakuş, Fatih and Murat Peker. “The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 6, no. 3, 2015, pp. 338-65, doi:10.16949/turcomat.31338.
Vancouver Karakuş F, Peker M. The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2015;6(3):338-65.

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