Difficulties of Prospective Elementary Mathematics Teachers' Regarding to Reflection Symmetry

Karadeniz, Mihriban Hacisalihoğlu; Baran, Tuğba; Bozkuş, Figen; Gündüz, Nazan

doi:10.16949/turcomat.71538

Cited by 7 publications

(9 citation statements)

References 3 publications

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“…This provides the students to develop the idea that if the closed shape is cut into two equal parts, one of its part is the reflection of the other part. In the study of Hacısalihoğlu-Karadeniz et al (2015) they pointed out that the candidate teachers had the same misconceptions and this would also affect their students when they became teachers. Likewise, Son (2006) stated that the teacher candidates had some misconceptions such as thinking a parallelogram has symmetry axis It was observed that the students fell into conceptual mistakes since they couldn't explore the connection between side and symmetry axis in regular polygons.…”

Section: R: Yes the Question Asks If There Are Horizontal Or Verticamentioning

confidence: 99%

“…These misconceptions are generally the mistakes such as finding the reflection axis (Kaplan & Öztürk, 2014;Hacısalihoğlu-Karadeniz, Baran, Bozkuş & Gündüz, 2015;Yavuzsoy Köse & Özdaş, 2009), slope reflection on axis, finding the image of the objects, specifying the equation of the distances between the object itself and its image (Yavuzsoy Köse, 2012) and defining the concept of reflection transformation (Hacısalihoğlu-Karadeniz, et al,2015). Son (2006) indicates that teacher candidates often confuse reflection and rotation in their work.…”

Section: Introductionmentioning

confidence: 99%

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Understanding of Eight Grade Students about Transformation Geometry: Perspectives on Students’ Mistakes

Aktaş

Ünlü²

2017

JETS

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People need the idea of transformation geometry in order to understand the nature and environment they live in. The teachers should provide learning environments towards perceptual understanding in symmetry training and development practice skills of the students. In order to make up such a learning environment, teachers should have information about the mathematical structure of the concept of symmetry, the difficulties the students encounter while learning, misconceptions and the causes. Therefore, the challenges and the common mistakes the 8 th grade middle school students encounter about the transformation geometry was analysed in the study. The study was conducted using mixed method designs with 125 8 th grade students. At the end of the study, it was observed that the students understood that the translation transformation is a movement of replacement, but they had difficulty in the topics such as the direction of the transformation and the position of the shape within the transformation. A misconception was developed for the reflection by confusing the similarity with the congruence property of the shapes. It was detected that the students had difficulty in identifying the equation of the axis of symmetry for the images of the shapes under reflection, confused the rule that the points intersecting with the symmetry of the shape within the reflection should intersect with the image under transformation and they made mistakes since they couldn't explore the relationship between symmetry axis in regular polygons and sides. They had problems in finding and practicing the angle of rotation about rotational transformation and also. In the study, learning environments were recommended towards overcoming these challenges for teachers and coursebook writers and improving conceptual information and the skill to practice these concepts.

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Section: R: Yes the Question Asks If There Are Horizontal Or Verticamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Understanding of Eight Grade Students about Transformation Geometry: Perspectives on Students’ Mistakes

Aktaş

Ünlü²

2017

JETS

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“…The Updated Secondary School Mathematics Teaching Program (MEB, 2013) anticipates that students make use of concrete experiences, intuitions, informal information that they have in their daily life in order to support conceptual learning. Considering that, teachers are expected to prepare environments where students are able to relate their existing knowledge to the new knowledge that they have access to (Hacısalihoğlu-Karadeniz et al 2015). Conceptual knowledge consists of the meanings underlying rules, generalizations, their relationships and operations (Bekdemir, Okur & Gelen, 2010).…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

“…In order for the concept of a subject to be fully acquired by a student, the definitions and properties of such concept are required to be completely and accurately explained (Küçük & Demir, 2009). Otherwise, it is reported that students tend to memorize the operations based on the concept and definitions; for that reason, more emphasis should be placed on conceptual learning in this process so as to overcome such difficulty (Hacısalihoğlu-Karadeniz et al 2015). In conclusion, the acquisition of something is indispensable in conceptual knowledge; on the other hand, procedural knowledge features how to use a concept or an operation and may overlook the reason underlying such concept or operation (Baki, 1997).…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

“…Children develop the concept of symmetry informally from early ages (Köse, 2012). However, the studies show that students have difficulty in learning the concept of symmetry (Küchemann, 1981;Orton, 1999;Seidel, 1998;Hacısalihoğlu-Karadeniz, Baran, Bozkuş & Gündüz, 2015). Zaslavsky (1994) reports that the difficulties that students have with the concept of symmetry are linked to the misconceptions of teachers in relation to symmetry.…”

Section: Introductionmentioning

confidence: 99%

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Explanations of prospective middle school mathematics teachers for potential misconceptions on the concept of symmetry

Karadeniz

Kaya

Bozkuş

2017

iejee

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This study is an explanatory study, which follows a qualitative methodology and aims to reveal the explanations of prospective mathematics teachers for the potential misconceptions of secondary school students in relation to the concept of symmetry and the correction of such misconceptions. The study group consisted of a total of 26 prospective middle school mathematics teachers, who were senior students. The data of the study were obtained from the open-ended test prepared by the researchers. Following the data analysis, it was found out that the majority of the participants failed to identify the mistakes of students and suggested the ways to "letter the corners of the shape and measure the distance based on the axis of symmetry" in order to correct these mistakes. Moreover, the study notably observed that the participants adopted practical solutions such as the use of a mirror, paper folding, and the use of unit squares more in teaching the concept of symmetry. It may be stated that the prospective teachers, in this way, overlooked the development of conceptual knowledge in students.

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Pre-Service Lower Secondary School Mathematics Teachers’ Ability of Drawing the Symmetry of a Figure according to a Line

MUTLU

Paksu

2018

ITM Web Conf.

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The aim of the present study is to investigate pre-service lower secondary school mathematics teachers’ ability of drawing a given figure’s symmetry according to the lines in various positions. The sampling of the study comprised eight pre-service mathematics teachers who were attending a mathematics education department and willing to participate in the study. The criterion sampling methods was used. Six open-ended questions were asked to determine the ability of the prospective teachers to take the symmetry of a given figure according to the lines in different situations. Furthermore, interviews were conducted with the participants on their definitions of symmetry and symmetry according to a line. The data of the study were the prospective teachers’ drawing papers and the video recordings of the interviews including the definitions of the concepts of symmetry and symmetry according to a line. Content analysis was used to analyze the data. The findings indicated that the prospective teachers were successful in drawing the symmetry of a given figure according to the vertical, horizontal and oblique lines, and they used an informal language to define the concepts of symmetry and symmetry according to a line.

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Difficulties of Prospective Elementary Mathematics Teachers' Regarding to Reflection Symmetry

Cited by 7 publications

References 3 publications

Understanding of Eight Grade Students about Transformation Geometry: Perspectives on Students’ Mistakes

Understanding of Eight Grade Students about Transformation Geometry: Perspectives on Students’ Mistakes

Explanations of prospective middle school mathematics teachers for potential misconceptions on the concept of symmetry

Pre-Service Lower Secondary School Mathematics Teachers’ Ability of Drawing the Symmetry of a Figure according to a Line

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