Author/Authors :
DELİCE, Ali Marmara Üniversitesi - Atatürk Eğitim Fakültesi - Ortaöğretim Fen ve Matematik Alanları Eğitimi Bölümü, Matematik Eğitimi Anabilim Dalı, Turkey , SEVİMLİ, Eyüp Marmara Üniversitesi - Atatürk Eğitim Fakültesi - Ortaöğretim Fen ve Matematik Alanları Eğitimi Bölümü, Matematik Eğitimi Anabilim Dalı, Turkey
Abstract :
Visualization, particularly in last decades, is in the centre of mathematics education researchers since it assists understanding of mathematical concepts and enables intuitional view in mathematics but also in the centre of focus by playing an important role in the geometry problem solving process. Many researches are conducted about attitudes of the students with respect to geometry problems. In this study, secondary school mathematics students’ differences in skills and awareness stage through geometry problem solving process are investigated. This research, in particular, focused on the changes made to the drawing of the given geometric figures. From methodology point of view this research is a case study with interpretive paradigm and multi-method approach, moreover, it is mainly qualitative in terms of data. There are two research tools used in the research. A 24 geometry problem set, which are constructed from National exams and geometry textbooks, was applied to 52 students of year 11 in secondary school. Semi--structured interviews were conducted by 10 students who are selected by non-probabilistic purposeful sampling method to examine students’ solution processes in problem set and visualization skills more deeply. Qualitative data, were analyzed by categorization method, is presented as descriptive. Research findings revealed that the dimension and representation types used in the geometry problems affects students’ auxiliary drawings on the figure. Moreover, results also showed that students are more successful at problem types of two-dimensional compared to three dimensions, visual representations compared to verbal representations and transition between the same dimension compared to the different dimensions. Results also showed that when the changes are not made or misused on the drawings through the geometry problem solving process, in which visualizing the data, auxiliary drawings and transition between dimensions are expected to be done, students cannot complete problem solving process successfully. This research emphasizes that the use of problems to develop visual-spatial skills, activities and material in geometry classes may positively influence students performance. This research is essential in terms of revealing one of the reasons behind the lower performance of Turkish students in international exams.
