Araştırma Makalesi

Yıl 2019,
Cilt: 6 Sayı: 2, 68 - 78, 01.06.2019
### Öz

### Kaynakça

- Bishop J.E. (1978), Developing students' spatial ability, Science Teacher, 45, 20-23.
- Check J., Schutt R. K. (2012), Research methods in education, Thousand Oaks, CA, Sage Publications, 159–185.
- Cohen C.A., Hegarty M. (2012), Inferring cross sections of 3D objects: A new spatial thinking test, Learning and Individual Differences: 22, 868-874.
- Cohen C.A., Hegarty M. (2007), Sources of difficulty in imagining cross-sections of 3D objects, Proceedings of the twenty Ninth Annual Conference of the Cognitive Science Society, Austin TX, Cognitive Science Society, 179 - 184.
- Fennema, E. (1974), Mathematics, Spatial Ability and The Sexes, American Educational Research Association, Chicago, Illinois.
- Fennema, E., Sherman, J.A. (1977), Sexual stereo-typing and mathematic learning, The Arithmetic teacher, 24(5), 369-372.
- Gorska R., Sorby S. (2008), Testing instruments for the assessment of 3-D spatial skills, The ASEE Annual Conference, June 22-25, Pittsburgh, PA.
- Guay R.B., McDaniel E.D. (1977), The Relationship between Mathematics Achievement and Spatial abilities among Elementary School Children, Journal for Research in Mathematic Education, 8, (3), 211-215.
- Hegarty M., Kozhevnikov M. (1999), Types of Visual-Spatial Representations and Mathematical Problem Solving, Journal of Educational Psychology, 91(4), 684-689.
- Hier D.B., Crowley Jr., W.F (1982), Spatial ability in androgen-deficient men, New England Journal of Medicine, 306 (20), 1202-1205.
- Karasar N. (2009), Scientific Research Methodology, Nobel Publication Distribution, Ankara.
- Katsioloudis P., Jovanovic V., Jones M. (2014), A comparative analysis of spatial visualization ability and drafting models for industrial and technology education students, Journal of Technology 2 Education, 26 (1), 88-101.
- Kösa T. (2015), The Effect of Using Dynamic Mathematics Software: Cross Section and Visualization, International Journal of Technology in Mathematics Education, 23 (4), 121-128.
- Mohler J.L. (2008), A Review of Spatial Ability Research, Engineering Design Graphics Journal, 72 (3), 19-30.
- Practice C., Liberation A. (2016), Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers, Turkish Journal of Computer and Mathematics Education, 7 (3), 510-535.
- Sorby S. A. (1999), Developing 3-D Spatial Visualization Skills, Engineering Design Grafics Journal, 63 (2), 21-32.
- Stafford, R.E. (1972). Hereditary and environmental components of quantitative reasoning, Review of Educational Research, 42, 183-201.
- Tartre L.A. (1990), Spatial orientation skil and mathematical problem solving, Journal for Research in Mathematics Education, 21(3), 216-229.
- Turgut M. (2007), İlköğretim 2. Kademe Öğrencilerinin Uzamsal Yeteneklerinin İncelenmesi, Graduate thesis, İzmir.
- Uygan C., Kurtuluş A. (2016), Effects of teaching activities via Google Skechup and concrete models on spatial skills of preservice mathematics teachers, Turkish Journal of Computer and Mathematics Education, 7(3), 510-535.

The aim of this study was

to examine the achievement inferring cross section of pre service mathematics

teachers according to some factors such as gender, class level, academic

achievement, taking Analytic Geometry courses, note taking during Analytic

Geometry courses. This study was carried out by the participation of 145

pre-service mathematics teachers in Faculty of Education of a state university

in the region of Aegean of Turkey. Santa Barbara Solids Test was administered

to the participants. The results obtained from the analysis of survey data

showed that there is a significant difference between the achievement inferring

cross section of 3rd grade students and 1st or 2nd grade students, but there is

not a significant difference between the achievement inferring cross section of

3rd grade students and 4st grade students. Moreover, there is not a significant

difference the achievement inferring cross section of pre-service mathematics

teachers according to both academic achievements and genders. Furthermore,

there is not a

significant difference the achievement inferring cross section of pre service

mathematics teacher who taken Analytic geometry courses according to genders,

academic achievements and note-taking during the course.

to examine the achievement inferring cross section of pre service mathematics

teachers according to some factors such as gender, class level, academic

achievement, taking Analytic Geometry courses, note taking during Analytic

Geometry courses. This study was carried out by the participation of 145

pre-service mathematics teachers in Faculty of Education of a state university

in the region of Aegean of Turkey. Santa Barbara Solids Test was administered

to the participants. The results obtained from the analysis of survey data

showed that there is a significant difference between the achievement inferring

cross section of 3rd grade students and 1st or 2nd grade students, but there is

not a significant difference between the achievement inferring cross section of

3rd grade students and 4st grade students. Moreover, there is not a significant

difference the achievement inferring cross section of pre-service mathematics

teachers according to both academic achievements and genders. Furthermore,

there is not a

significant difference the achievement inferring cross section of pre service

mathematics teacher who taken Analytic geometry courses according to genders,

academic achievements and note-taking during the course.

Santa Barbara Solid Test The Achievement Inferring Cross Sections Elementary Mathematics Pre-Service Teachers

- Bishop J.E. (1978), Developing students' spatial ability, Science Teacher, 45, 20-23.
- Check J., Schutt R. K. (2012), Research methods in education, Thousand Oaks, CA, Sage Publications, 159–185.
- Cohen C.A., Hegarty M. (2012), Inferring cross sections of 3D objects: A new spatial thinking test, Learning and Individual Differences: 22, 868-874.
- Cohen C.A., Hegarty M. (2007), Sources of difficulty in imagining cross-sections of 3D objects, Proceedings of the twenty Ninth Annual Conference of the Cognitive Science Society, Austin TX, Cognitive Science Society, 179 - 184.
- Fennema, E. (1974), Mathematics, Spatial Ability and The Sexes, American Educational Research Association, Chicago, Illinois.
- Fennema, E., Sherman, J.A. (1977), Sexual stereo-typing and mathematic learning, The Arithmetic teacher, 24(5), 369-372.
- Gorska R., Sorby S. (2008), Testing instruments for the assessment of 3-D spatial skills, The ASEE Annual Conference, June 22-25, Pittsburgh, PA.
- Guay R.B., McDaniel E.D. (1977), The Relationship between Mathematics Achievement and Spatial abilities among Elementary School Children, Journal for Research in Mathematic Education, 8, (3), 211-215.
- Hegarty M., Kozhevnikov M. (1999), Types of Visual-Spatial Representations and Mathematical Problem Solving, Journal of Educational Psychology, 91(4), 684-689.
- Hier D.B., Crowley Jr., W.F (1982), Spatial ability in androgen-deficient men, New England Journal of Medicine, 306 (20), 1202-1205.
- Karasar N. (2009), Scientific Research Methodology, Nobel Publication Distribution, Ankara.
- Katsioloudis P., Jovanovic V., Jones M. (2014), A comparative analysis of spatial visualization ability and drafting models for industrial and technology education students, Journal of Technology 2 Education, 26 (1), 88-101.
- Kösa T. (2015), The Effect of Using Dynamic Mathematics Software: Cross Section and Visualization, International Journal of Technology in Mathematics Education, 23 (4), 121-128.
- Mohler J.L. (2008), A Review of Spatial Ability Research, Engineering Design Graphics Journal, 72 (3), 19-30.
- Practice C., Liberation A. (2016), Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers, Turkish Journal of Computer and Mathematics Education, 7 (3), 510-535.
- Sorby S. A. (1999), Developing 3-D Spatial Visualization Skills, Engineering Design Grafics Journal, 63 (2), 21-32.
- Stafford, R.E. (1972). Hereditary and environmental components of quantitative reasoning, Review of Educational Research, 42, 183-201.
- Tartre L.A. (1990), Spatial orientation skil and mathematical problem solving, Journal for Research in Mathematics Education, 21(3), 216-229.
- Turgut M. (2007), İlköğretim 2. Kademe Öğrencilerinin Uzamsal Yeteneklerinin İncelenmesi, Graduate thesis, İzmir.
- Uygan C., Kurtuluş A. (2016), Effects of teaching activities via Google Skechup and concrete models on spatial skills of preservice mathematics teachers, Turkish Journal of Computer and Mathematics Education, 7(3), 510-535.

Birincil Dil | İngilizce |
---|---|

Konular | Eğitim Üzerine Çalışmalar |

Bölüm | Araştırma Makalesi |

Yazarlar | |

Yayımlanma Tarihi | 1 Haziran 2019 |

Yayımlandığı Sayı | Yıl 2019 Cilt: 6 Sayı: 2 |