İlköğretim Matematik Öğretmen Adaylarının Uzamsal Görselleştirme Becerilerinin SOLO Modeli ile İncelenmesi

Özdemir, Ahmet Şükrü; Göktepe, Sevda

doi:10.23863/kalem.2017.26

Cited by 5 publications

(6 citation statements)

References 24 publications

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“…This situation creates some inconsistencies in the answers of the multi-structural level. As a matter of fact, in the study by Göktepe and Özdemir (2013) examining the spatial visualization skills of pre-service mathematics teachers with the SOLO model, it was found that the preservice teachers were predominantly at a very structural level. In addition, in the aforementioned study, it was stated that preservice teachers could use data in their answers, but their inability to grasp the relationship between data caused some deficiencies.…”

Section: Discussionmentioning

confidence: 99%

“…When the literature is examined, it is seen that the studies on geometry using the SOLO taxonomy are related to spatial (Göktepe, 2013;Göktepe & Özdemir, 2013;Köse, 2018;Özdemir & Göktepe-Yıldız, 2015) or two-dimensional plane (Konyalıhatipoğlu, 2016). However, in the literature review, it was observed that there was no study investigating the geometric thinking levels of preservice teachers regarding real-life problem situations.…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

Yurtyapan¹,

Yılmaz²

2021

Participatory Educational Research

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The aim of this study is to examine the geometric thinking levels of middle school mathematics preservice teachers regarding the problem situations regarding the concept of social distance according to the SOLO taxonomy. The research was conducted using the special case method, one of the qualitative research methods. The working group, studying at a state university in Turkey in middle school mathematics teaching department consists of 80 preservice teachers. While determining the participants, purposeful sampling method was used because the preservice teachers who took "Basics of Mathematics II" and "Special Teaching Methods II" courses were selected. In the study, semi-structured interviews were conducted with 15 preservice teachers since it was aimed to examine remarkable situations from the answers given to open-ended questions. Descriptive analysis technique was used while analyzing the data. Most of the answers given in the study were found to be below the relational geometric thinking level. As a result, it was determined that most of the answers given reflected quantitative learning. In line with this result obtained in the study, it is suggested that open-ended questions about life should be included frequently in teaching in order to reach the relational and extended abstract level answers that reflect qualitative learning.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

Yurtyapan¹,

Yılmaz²

2021

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…When the results of the study are examined, it can be said that 29 attainments related to the first sub-problem are from superficial learning that includes uni-structural and multi-structural levels, while 31 are from the deep learning that consists of relational and extended abstract levels. In studies related to the SOLO taxonomy, it is generally observed that the one-structural/multistructural thinking structure is more involved than the relational and extended abstract thinking structure (Celik, 2007;Goktepe & Ozdemir, 2013;Lian & Idris, 2006). As for this study, it was determined that the attainments related to the relational and extended abstract level of thinking are more than others.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy

Korkmaz¹,

Ünsal²

2017

EJER

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This research aims at analyzing the attainments identified in the sociology curriculum for 11th grade implemented by the Ministry of National Education (MoNE) in 2010, and the evaluation questions in the sociology textbook which was taught in the 2016-2017 academic year, based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. Research Methods: Document analysis was used in this study. The attainments that constitute the data source of the research were taken from the sociology curriculum for 11th grade published by the Ministry of National Education (MoNE) in 2010.

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“…Örüntü etkinlikleri sayesinde öğrenciler, cebirsel etkinliklere dahil olur ve cebiri öğrenirler, fonsiyonel düşünmeleri gelişir ve genelleme yapabilirler (Souviney, 1994;Van De Walle, 2004;Warren ve Cooper, 2006). Örüntülerle çalışmanın sayılar, geometri, ölçme ve veri konuları ile yakından ilişkili olup (Fox, 2005), uzamsal yetenekler ile de ilgili olduğu belirtilmektedir (Göktepe ve Özdemir, 2013). Örüntüler, aritmetik ve geometrik dizi problemlerinde ve günlük yaşam durumlarında, sözlü ve yazılı kelimelerde, müzik yapılarında ve video görsellerinde, doğal geometride, trafikte ve bizlerin oluşturduğu diğer nesnelerde karşımıza çıkmaktadırlar (Reys, Suydam, Lindquist ve Smith,1998).…”

Section: Uzun öZ Girişunclassified

“…Fox (2005) asserted that studying patterns is closely connected to mathematical content areas such as numbers, geometry, measurement, and data. Moreover, Göktepe and Özdemir (2013) indicated that pattern is related to spatial reasoning skills. Patterns are found in arithmetic and geometric sequences problems, as well as in various real situations.…”

Section: Introductionmentioning

confidence: 99%

Ortaokul Öğrencilerinin Sayı Örüntülerine Dayalı Olarak Oluşturdukları Şekil Örüntülerinin Yapılarının Analiz Edilmesi

Kiliç¹

2017

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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Pattern is one of the most important topics of mathematics education in all grades. Some researchers asserted that pattern is the heart and soul of mathematics. Many skills and mathematical knowledge of students can be developed through pattern activities. In this study analyzing the structures of figural patterns/situations produced by middle school students based on number patterns was investigated. In total, 474 middle school students (254 were girls and 220 were boys) attended to study. Data were collected from a pattern task including linear and quadratic (non-linear) number patterns, in which participants were asked to generate figural patterns based on those number patterns. The obtained data were analysed at two levels. The results of the study indicated that participants created 18 linear forms and 33 non-linear forms for linear number pattern and 13 linear forms and 20 non-linear forms for quadratic number pattern. During the study participants preferred to use same geometrical shapes such as circles, triangles and squares, etc. while creating figural patterns. Moreover, participants created many more figural patterns for the 3,5,7,9,11,… number pattern than for the 2,6,12,20,30,… number pattern. Some of the participants had problems while generating figural patterns such as producing non pattern forms, no answer, creating an irrelevant pattern and extending number patterns.

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İlköğretim Matematik Öğretmen Adaylarının Uzamsal Görselleştirme Becerilerinin SOLO Modeli ile İncelenmesi

Cited by 5 publications

References 24 publications

An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems"

Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy

Ortaokul Öğrencilerinin Sayı Örüntülerine Dayalı Olarak Oluşturdukları Şekil Örüntülerinin Yapılarının Analiz Edilmesi

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