Görsel İspat Becerisinin, van Hiele Geometrik Düşünme Düzeyleri ve Uzamsal Yetenek ile İlişkisi

Abstract

In mathematics the process of visualization requires the process of forming and manipulating images to explore and understand. Indeed, according to mathematicians, it is difficult to understand without visualization. There is consensus that visual proofs are important tools in mathematics education. However, there is no consensus on the effects of the visualization on proof. Therefore, this study aims to reveal the relationship between van Hiele levels of geometric thinking, spatial ability and visual proofs. In this study, relational survey method is used. The study is conducted on 85 pre-service elementary mathematics teachers studying in the Faculty of Education at a public university located in Turkey. The data is analyzed via Spearman correlation. In the study, it was seen that most of the elementary mathematics teachers were at the 3rd level of van Hiele's geometric thinking. Another result is that there is a significant relationship between van Hiele's level of geometric thinking and visual proof skills. However, there is no significant relationship between visual proof skills and spatial ability. The relationship between visual proofs skills and spatial ability can be investigated deeply with qualitative research. Moreover, experimental studies can be done to investigate the effect of training on visual proofs on the level of van Hiele geometric thinking.

The Relationship Between Pre-Service Primary Education Mathematics Teachers’ Spatial Visualization and Spatial Habits of Mind

“…Uzamsal görselleştirme mekânsal yeteneğin en önemli bileşenlerinden biridir ve birçok disiplinde kullanım alanına sahiptir (Sezen-Yüksel, 2017). Ayrıca zihinsel döndürme gibi uzamsal yetenekler görsel ispatlar için önemli rol oynamaktadır (Polat, Oflaz ve Akgün, 2019). Ünveren-Bilgiç (2018) öğretmen adaylarının matematik öğrenme için zihinsel alışkanlıkların önemli olduğunun farkında olduklarını belirtmektedir Ayrıca, araştırmacı teorik düzeyde gerçekleşen lisans dersleri ile bu becerilerin yeteri kadar geliştirilemeyeceğini vurgulamaktadır.…”