2014
DOI: 10.12738/estp.2014.3.1864
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Primary School Teacher Candidates’ Geometric Habits of Mind

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Cited by 9 publications
(11 citation statements)
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“…Second, the improvement in both the PTs’ GHoM performance and their geometry achievement was found to be similar. In other studies that examined habits of mind, the primary focus was on the character of the habits, without consideration for the results in terms of mathematical learning (Driscoll et al., 2007; Yavuzsoy-Köse & Tanışlı, 2014). While the results of this study do not guarantee that improvements in GHoM will necessarily improve geometry problem-solving ability, a limited number of other researchers have claimed that habits of mind are associated with achievement (e.g., Hazard, 2013).…”
Section: Discussionmentioning
confidence: 99%
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“…Second, the improvement in both the PTs’ GHoM performance and their geometry achievement was found to be similar. In other studies that examined habits of mind, the primary focus was on the character of the habits, without consideration for the results in terms of mathematical learning (Driscoll et al., 2007; Yavuzsoy-Köse & Tanışlı, 2014). While the results of this study do not guarantee that improvements in GHoM will necessarily improve geometry problem-solving ability, a limited number of other researchers have claimed that habits of mind are associated with achievement (e.g., Hazard, 2013).…”
Section: Discussionmentioning
confidence: 99%
“…Second, certain fundamental skills are necessary to the main goals of geometry teaching such as reasoning and proofing, associating, communication, critical thinking, and creative thinking; a large proportion of these skills are addressed in the problem-solving process (Bülbül, 2016). Finally, this study was particularly focused on the prospective teachers’ geometric habits of mind (GHoM); these habits are defined as intellectual problem-solving skills (Yavuzsoy-Köse & Tanışlı, 2014). With these issues in mind, this study was carried out to examine the geometric achievements and GHoM of PTs in an e-learning environment based on problem-solving activities.…”
Section: Introductionmentioning
confidence: 99%
“…The affective dimension of GHoM includes the feelings and beliefs that students have while solving a geometry problem. When the studies on GHoM in the literature are examined, it can be seen that research has generally focused on the cognitive dimension of these habits (Driscoll et al, 2007;Driscoll et al, 2008;Goldenberg, 1996;Cuoco et al, 1996;Yavuzsoy-Köse & Tanışlı, 2014). Costa and Kallick (2009), which is a good example of a study focusing on the affective dimension of habits of mind, classified them as: "thinking flexibly, managing impulsivity, striving for accuracy, gathering data through all senses, metacognition, thinking interdependently, thinking and communicating with clarity and precision, finding humor, persisting, applying past knowledge to new situations, questioning and posing problems, creating, listening with understanding and empathy, taking responsible risks, responding with wonderment and awe, remaining open to continuous learning".…”
Section: Problem-solvingmentioning
confidence: 99%
“…Ortaokul öğretmenleri ile yapılan benzer bir çalışmada ise geometrik düşünme alışkanlıklarını kazandırmaya yönelik etkinliklerle öğretmenlere eğitimler verilmiş, sonra bu öğretmenlerin etkinlikleri sınıflarında uygulamaları istenmiştir; fakat öğrencilerin yapılan etkinlikler sonrasında geometrik düşünme düzeylerinde herhangi bir gelişme olmadığı belirlenmiştir (Yıldız, 2018). Öğretmen adayları ile yapılan çalışmalar ise onların geometrik düşünme alışkanlıkları kapsamında eksikliklerinin olduğu ortaya koymaktadır (Bülbül, 2016;Köse ve Tanışlı, 2014). Köse ve Tanışlı'nın (2014) öğretmen adayları ile yapılan çalışmasında, ilişki kurarak muhakeme etme alışkanlığı kapsamında adayların problemlerde yer alan geometrik şekilleri birbirinden bağımsız olarak düşündüğü, geometrik fikirlerin genelleştirilmesi kapsamında adayların özel durumlarda aşırı genellemeye vardıkları, değişmeyenlerin incelenmesi kapsamında adayların çoğunun geometrik şekillerin uygun dönüşümler altında bir noktanın ya da şeklin sürekli hareketini göz önünde bulunduramadığı belirtilmiştir.…”
Section: Geometrik Düşünme Alışkanlıklarıunclassified