SavedAdd your journal

Journals / Participatory Educational Research / 2021 / Cilt: 8 - Sayı: 3

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

Mehmet İhsan YURTYAPAN
Gül KALELİ YILMAZ
Pages
188–209
Publication Date
2021-08-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
📊
Key Findings & Data:The working group, studying at a state university in Turkey in middle school mathematics teaching department consists of 80 preservice teachers.
💡
Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Coronavirus · covid-19 · geometric thinking

Abstract

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.

🔖

Cite This Article

YURTYAPAN, M. İ., YILMAZ, G. K. (2021). An Investigation of the Geometric Thinking Levels of Middle School Mathematics Preservice Teachers According to SOLO Taxonomy: "Social Distance Problems". Participatory Educational Research, Cilt: 8 - Sayı: 3, 188–209. https://ajindex.com/articles/239072

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Akbaş-Ertem, A. (2016). Evaluation of the learning of the students of vocational high schools in computer assisted environment about the concept of 'limit and continuity' by SOLO taxonomy. (Unpublished doctoral dissertation). Black Sea University, Trabzon. Akkaş, E. N. (2009). Investigation of the middle school students' statistical thinking. (Unpublished master’s thesis). Abant İzzet Baysal University, Bolu. Aristoteles, (1993).
  2. Aristoteles, Metafizik Cilt II, (Trans. A. Arslan). İzmir:
  3. Ege Univercity Press,
  4. İzmir.
  5. Bağdat, O. (2013). Investigation of the 8th grade students' algebraic thinking skills with SOLO taxonomy. (Unpublished doctoral dissertation). Eskişehir Osmangazi University, Eskişehir. Biggs, J. & Collis, K. (1991). Multimodal learning and the quality of ıntelligent behaviour. H. Rowe, Intelligence (Ed.), New Jersey: Reconceptualization and Measurement, Laurence Erlbaum Assoc. Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning: The SOLO taxonomy (Structure of the observed learning outcome). New York: Academic Press.
  6. Brabrand, C., & Dahl, B. (2009). Using the SOLO taxonomy to analyze competence progression of university science curricula. Higher Education, 58(4), 531-549. https://doi.org/10.1007/s10734-009-9210-4
  7. Bulut, İ., Öner-Sünkür, M., Oral, B., & İlhan, M. (2012). Analysis of the relationship between geometrical thinking levels and intelligence domains of 8th grade students. Electronic Journal of Social Sciences, 11(41), 161-173.
  8. Callingham, R. A. (1999). Developing performance assessment tasks in mathematics: A case study. Paper presented at the Making the Difference (Proceedings of the 22nd Annual Conference of the Mathematics Education Research Group of Australasia, pp. 135–142). MERGA: Adelaide, SA. Çelik, D. (2007). Analytical examination of the preservice teachers' algebraic thinking skills. (Unpublished doctoral dissertation). Black Sea University, Trabzon. Çetin, B., & İlhan, M. (2016). SOLO taksonomisi [SOLO Taxonomy]. In Bingölbali, E., Özarslan, S., & Zembat İ. Ö. (Ed.), Matematik eğitiminde teoriler [Theories in mathematics education] (861- 879). Ankara:
  9. Pegem Academy. Denzin, N. K., & Lincoln, Y. S. (Ed.). (1998). Collecting and interpreting qualitative materials. Thousand Oaks, Calif: Sage Publications. Duatepe, A. (2004). The effects of drama based instruction on seventh grade students’ geometry achievement, van Hiele geometric thi