A Research about Mathematical Visualization Perceptions of Mathematics Teacher Candidates in Terms of Some Variables

Yıl 2021, Cilt: 9 Sayı: 18, 497 - 512, 21.12.2021

Aziz İlhan , Tayfun Tutak

https://doi.org/10.18009/jcer.821211

Öz

This study was conducted to examine mathematical visualization perceptions of mathematics teacher candidates in terms of gender, grade level, and parental educational status. Survey model was used. The population of the research consisted of mathematics teacher candidates who studied at the faculty of education of a university in the east Anatolia part of Turkey in 2018-2019 spring semester. The sample of the study consisted of 231 mathematics teacher candidates (168 Female, 63 Male) chosen by simple random sampling method from this population. In the study, Mathematical Visualization Perception Scale was used for getting data. The data were analyzed using SPSS. The descriptive analysis, study variable; average, percentage, and standard deviation were used. In addition, unpaired t-test for analyzing variation about gender variable, ANOVA, and LSD tests were preferred for analyzing variation about grade level and parental education status. As a result of the study findings, it was determined that the level of mathematical visualization perceptions of mathematics teacher candidates was no significant difference in terms of gender, but it was a significant difference in terms of grade level. Furthermore, math visualization perception level significantly differed according to parental education status.

Anahtar Kelimeler

Mathematical visualization perception, mathematics teacher candidates, mathematics education

Kaynakça

• Abay, S., Tertemiz, N., & Gökbulut, Y. (2018). Invastigatıon ın several variables the spatial skills of teacher candidates. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12(1), 45-62.
• Arcavi, A. (2003). The role of visual representations in the learning of mathematics. Educational Studies in Mathematics, 52(1), 215-241.
• Burin, D. I., Delgado, A. R., & Prieto, G. (2000). Solution strategies and gender differences in spatial visualization tasks. Journal of Psicológica, 21(2), 275- 286.
• Büyüköztürk, Ş. (2016). Data analysis manual (22nd Edition). Ankara: Pegem Academy.
• Cameron, A. (2004). Kurtosis. In: Lewis-Beck, M, Bryman, A, Liao, T (Eds.) Encyclopedia of Social Science Research Methods. California: SAGE Publications, pp. 544-545.
• Çelik, H. C. (2018). Investigating the visual mathematics literacy self-efficacy (VMLSE) perceptions of eighth grade students and their views on this issue. International Journal of Educational Methodology, 5(1), 165-176.
• Delice, A., Aydın, E., & Kardeş, D. (2009). The use of visual objects in mathematics textbooks from the perspective of teacher candidate. Istanbul Commerce University Journal of Science, 8(16), 75-92.
• Dokumacı-Sütçü, N. (2018). Examining the environmental spatial abilities of prospective teachers. International Social Sciences and Education Conference (ISSEC 2018), 14-17 November 2018 Diyarbakır, Turkey.
• Dokumacı-Sütçü, N. (2021). Zihnin uzamsal alışkanlıkları ile görsel okuryazarlık yeterlilikleri arasındaki ilişkinin yapısal eşitlik modeli ile incelenmesi [Investigation of the relationship between spatial habits of mind and visual literacy competences through structural equation model]. Journal of Computer and Education Research, 9 (17), 125-144. DOI: 10.18009/jcer.840318
• Dursun, Ö. (2010). The relationships among preservice teachers’spatial visualization ability,geometry self-efficacy, and spatial anxiety. Published Master's Thesis, Middle East Tecnichal University, Institute of Educational Sciences, Ankara.
• Duval, R. (1998). Geometry from a cognitive point of view. In C. Mammana and V. Villani (Eds.), Perspectives on the Teaching of Geometry for the 21st Century: An ICMI study, (pp.37-52). Dordrecht: Kluwer.
• Dündar, M., Yılmaz, R., & Terzi, Y. (2019). Investigating spatial ability of pre-service mathematics and primary school teachers. OMU Journal of Education Faculty, 38(1), 113-130.
• Göktepe, S. (2013). Investigation of the spatial abilities of elementary mathematics teacher candidates with solo model. Published Master's Thesis, Marmara University, Institute of Educational Sciences, İstanbul.
• Guzman, M. (2002). The role of visualization in the teaching and learning of mathematical analysis. In Proceedings of International Conference on the Teaching of Mathematics (at the Undergraduate Level), Hersonissos, Greece. (ERIC Document Reproduction Service No.ED 472 047).
• Işık, A. & Konyalıoğlu, A.C. (2005). Vısualızatıon approach ın mathematıcs educatıon. Journal of Kazım Karabekir Educatıon Faculty, 11(1), 462-471.
• İlhan, A. & Tutak, T. (2021). A scale development study intended for mathematics teacher candidates: mathematical visualization perception scale. International Electronic Journal of Mathematics Education, 16(1), 1-11.
• Kakmacı, Ö. (2009). Investigation of the sixth grade students' spatial visualization success in terms of some variables. Published Master's Thesis, Eskişehir Osmangazi University, Institute of Educational Sciences, Eskişehir.
• Karasar, N. (2002). Scientific research method (11th edition). Ankara: Nobel Publicatıon.
• Koç, E. (2002). Preparation of a sample model pertaining to the development of visual-perceptual skills and investigation of its effects on the development of visual perception in preschool children. Published Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
• Konyalıoğlu, A. C. (2003). Investigation of effectiveness of visualization approach on understanding of concepts in vector spaces at the university level. Published Doctoral Thesis, Atatürk University Institute of Sciences, Erzurum.
• Kösa, T. (2011). An investigation of secondary school students? spatial skills. Published Doctoral Thesis, Karadeniz Technihal University, Institute of Educational Sciences, Trabzon.
• Köse, N. Y. (2008). Determining fifth grade primary school students? understanding of symmetry using dynamic geometry software cabri geometry: An action research. Published Doctoral Thesis, Anadolu University, Institute of Educational Sciences, Eskişehir.
• Kurt, M. (2002). Components of Visuospatial abilities, Journal of Clinical Psychiatry, 5(1), 120-125.
• Lappan, G. (1999). Geometry: The forgotten strand. NCTM News Bulletin, 36(5), 3-17.
• Olkun, S. & Altun, A. (2003). The relationship between computer experience of elementary school students and spatial thinking and geometry achievements. The Turkish Online Journal of Educational Technology, 2(4), 86-91.
• Orhun, N. (2007). A cognitive gap between formal arithmetic and visual representation in fractional operations. İnönü University Journal of the Faculty of Education, 8(14), 99-111.
• Özdemir, M. E, Duru, A. & Akgün, L. (2005). Two and three dimensional thinking: visualization of some identities with two and three dimensional geometric shapes. Kastamonu Educatıon Journal, 13(2), 527‐540.
• Özer, M. N. & Şan, İ. (2013). The effect of vısualızatıon on reachıng the subject of ıdentıtıes. International Journal of Social Science, 6(1), 1275-1294.
• Rafi, A., Samsudin, K. A. & Said, C. S. (2008). Training in spatial visualization: the effects of training method and gender. Educational Technology & Society, 11(3), 127-140.
• Sezen-Yüksel, N. & Bülbül, A. (2014). Test development study on the spatial visualization. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(2), 124-142.
• Strong, S. & Smith, R. (2001). Spatial visualization: Fundamentals and trends in engineering graphics. Journal of Industrial Technology, 18(1), 1-6.
• Sundberg, S. E. (1994). Effect of spatial training on spatial ability and mathematical achievement as compared to traditional geometry instruction. Doctoral Theses, University of Missouri-Kansas City.
• Topuz, F. & Birgin, O. (2020). Students’ views about geogebra-supported teaching material and learning environment developed for “circle and disc” subject at the 7th grade. Journal of Computer and Education Research, 8(15), 1-27.
• Turğut, M. & Yenilmez, K. (2012). Spatial visualization abilities of preservice mathematics teachers. Journal of Research in Education and Teaching, 1(2), 243-252.
• Uysal-Koğ, O. & Başer, N. (2012). The role of visualization approach on students’ attitudes towards and achievements in mathematics. Elementary Education Online, 11(4), 945-957.
• Ünlü, M. (2014). Factors affecting geometry success: A structural equation modelling. Published Doctoral Thesis, Necmettin Erbakan University, , Institute of Educational Sciences, Konya.
• Wakil, K., Khdir, S., Sabir, L., & Nawzad, L. (2019). Student ability for learning computer programming languages in primary schools. International e-Journal of Educational Studies, 3(6), 109-115., B. & Kurtuluş, A. (2010). A study on Developing Sixth-Grade Students' Spatial Visualization Ability. Elementary Education Online, 9(1), 256-274.
• Zimmermann, W. & Cunningham, S. (1991). Editor’s introduction: What is mathematical visualization. In W. Zimmermann ve S. Cunningham (Eds.). Visualization in Teaching and Learning Mathematics, (pp. 1-8). Mathematical Association.