Building Up Pre-Service Mathematics Education Students' Geometry Competency Based On Visual

Abstract

Abstract-The researcher presents data from teaching and learning series by a group of pre-service Mathematics education students from 2012 to 2014. The question addressed is: How do students of geometry come to think visually? The researcher gave students a written test to ascertain their visual levels and acquisition degree of spatial abilities. Some students volunteered to work in small groups, whose task was to determine the nature of the object by asking questions about it. The purpose of the instruction was to investigate information on students' visual thinking and geometry competencies in solving some geometric problems in class. The purpose of the group discussions was to elicit information on the students' visual perception and image formation in describing several geometric figures. Visual representations in the identification of the general view of geometric figures and to be manipulated figures. A common scheme used by students was identified and the identification consisted of describing and imagining simple geometric forms in terms of simpler geometric parts. All students were given a written test to ascertain their categories of spatial abilities. Whilst the visual pattern generally reflects the Geometric Thinking Models, an exploration at each levels compared to the written tests indicated that those levels are not hierarchical. Generally, visual perception correlates with a spatial, but the image formation seems to require a different sort of ability.

Students’ empirical thinking in solving mathematics problems

“…Visual thinking thought as a phenomenon that could introduce experimentally to a certain extent (Adler & Davis, 2006;Çaylan Ergene & Haser, 2021;Kilhamn & Bråting, 2019;. Rif'at (2017b;2018, p. 11) ensures that a visual perception based on geometric concepts that operated to mental imagery. The representation supports both algebraic and visual for comprehension and creativity and to improve students' thinking in solving the problems.…”