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- MakaleAçık Erişim2020Mathematics teacher candidates' of visual mathematical literacy perceptions investigation according to some variables
İlhan, Aziz; Aslaner, Recep
The current study examined visual mathematics literacy perceptions and sub-dimensions of mathematic teachers candidates according to gender and grade variables. The participants of the study were 384 mathematics teacher Candidates (252 females, 132 males), studying at the faculties of education in two universities in Eastern and Southeastern Anatolia in the fall semester of 2016-2017 academic year. While determining the sample in the study, these two universities were selected and the appropriate sampling method was chosen. The relational survey model was used. The data of the study were collected by visual mathematics literacy perception scale developed by İlhan (2015). The data were analyzed with descriptive statistics, t-test, ANOVA test and the results were interpreted with the help of Cohen’s f and Cohen’s d effect size values. When the research data were compared according to the gender variable, it was found that males had a higher mean than females. When the visual mathematics literacy perception scores were examined, it was seen that the third-year students had the highest average. When the scale scores of mathematics teacher candidates were analyzed according to gender variable, no significant difference was found between visual mathematics literacy perception and sub-dimensions scores. However, the ANOVA results showed that the difference between classes was significant for visual mathematics literacy perception. The calculated Cohen’s f effect size values showed that the differences between classes were moderate and low. When this difference was investigated between the classes, it was found that there was a significant difference between some classes. When the Cohen’s d effect size values of these differences are examined, it is seen that there are significant, high, moderate or low effects between the classes. When the correlation values between the variables were examined, a high level relationship was found between visual mathematics literacy perception and its sub-dimensions.
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İncele - MakaleAçık Erişim2020The Effects of Using Cabri and GeoGebra Software on the Geometric Shapes Reasoning Skills of Mathematics Prospective Teachers
İlhan, Aziz; Aslaner, Recep
The aim of this study on mathematics teaching process is to investigateeffect of using Cabri and GeoGebra Geometry Software to mathematicsprospective teachers on Geometrical Shapes Reasoning Skill (GSRS).For this reason, single-group pretest-posttest quasi-experimental designwas preferred from experimental research methods. The participants ofthe research, a university education faculty in Turkey which is locatedin the East Anatolian at the mathematics department 36 fourth grademathematics prospective teachers. As a data collection instrument, theGSRS Test developed by the researchers was used. Experimental groupwas trained for 14 weeks by using Cabri and GeoGebra software. Instudy, while there was no significant difference in pretest and posttestscores in terms of gender change, between the pretest-posttest scores ofthe prospective teachers it was concluded that the experimental processwas successful in favor of the posttest.
- MakaleYalnız künye2020Are Reasoning Skills on Geometric Shapes Predictors of Geometry Performance?
Ilhan, Aziz; Aslaner, Recep
In this study, the relationship between the pre-service mathematics teachers' reasoning skills on geometric shapes and geometry performances were investigated. The participants of the study consisted of 384 pre-service mathematics teachers, 252 females, 132 males who studied at the faculties of education of two universities in Eastern and Southeastern Anatolia in the fall semester of 2016-2017 academic year. In the study, due to the limitations in terms of time and labor conditions, appropriate sampling method was preferred when determining the sample. In the section where the applications of the study were done, relational survey model was used. The data of the study were collected by reasoning skills on geometric shapes test and geometry performance test developed by the researchers. The data were analyzed using descriptive statistics, t-test, ANOVA test, Cohen's f, Cohen's d effect size values, correlation analysis and regression analysis. In the study, when the reasoning skills on geometric shapes and geometry performance data were compared according to gender variable, it was found that the average of men was higher than women. In addition, when the geometry performance scores are examined, it is seen that the third grade has the highest average, while reasoning skills on geometric shapes scores have the highest average in the second grade. When the scale and test scores of preservice mathematics teachers were examined according to gender variable, it was found that reasoning skills on geometric shapes ability and geometry performance scores did not show a significant difference between them. As a result of ANOVA test, it was found that the differences between the classes were significant reasoning skills on geometric shapes ability and geometry performance. The calculated Cohen's effect size values showed that the differences between the classes were low. When this difference was investigated between the classes, it was found that there was a significant difference between some classes. When the Cohen's effect size values of these differences are examined, it is seen that there are low significant effects between the classes. When the correlation values between the variables were examined, a high-level relationship was found between the reasoning skills on geometric shapes ability and the geometry performance. In addition, it was found that reasoning skills on geometric shapes ability is a significant predictor of geometry performance. As a result of the findings obtained in the study, suggestions were made about the use of the concepts of reasoning skills on geometric shapes and geometry performance in academic field and mathematics teaching.
- MakaleAçık Erişim2020Scopus SJRQ3Analysis of the correlations between visual mathematics literacy perceptions, reasoning skills on geometric shapes and geometry performances of pre-service mathematics teachers
İlhan, Aziz; Aslaner, Recep
In the study, the correlations between visual mathematics literacy perceptions, reasoning skills on geometrical shapes and geometrical performances of pre-service mathematics teachers were investigated. The study participants included 384 pre-service mathematics teachers, who were attending education departments in two universities located in Eastern and Southeastern Anatolia regions in Turkey. In the study, due to time and workforce limitations, convenience sampling method was preferred, and relational screening model was adopted. The study data was collected with visual mathematics literacy perception scale, reasoning skills on geometric shapes and geometry performance tests developed by the authors. Analysis of the correlation between the variables demonstrated that there was a moderate correlation between visual mathematics literacy perception and both the reasoning skills on geometrical shapes and the geometry performance, and there was a high correlation between the reasoning skills on geometric shapes and geometry performance. Primary model path analysis demonstrated that visual mathematics literacy perception had a moderate effect on reasoning skills on geometrical shapes and geometry performance. It was also determined that reasoning skills on geometric shapes had a strong effect on geometry performance. The findings of the path analysis conducted on the sub-dimensions revealed that all sub-dimensions had a moderate positive effect on reasoning skills on geometric shapes. It was also found that visual mathematics literacy perception had a moderate positive effect on visual perception, geometry knowledge, spatial intelligence and concretization sub-dimensions and geometry performance.
AtıfScopus5OpenAlex9
İncele - MakaleAçık Erişim2019Evaluation of Middle School Mathematics Course Curriculums from 2005 to 2018
Ilhan, Aziz; Aslaner, Recep
In this research, secondary mathematics teaching programs published by the Ministry of National Education (MoNE) Education and Training Board (TB) from 2005 to 2018 (2005, 2006, 2009, 2013, 2015, 2017 and 2018), content (learning areas), vision, approach, philosophy, achievements, skills and implementation steps of the program. For this reason, it is preferred to use a qualitative analysis method for document review. Working in this method direction; the research was carried out in six steps: identifying research problems, collecting data, evaluating data, analyzing findings, evaluating the knowledge gained from the research topic, and making proposals. The data were analyzed with the coding key prepared from 2005 to 2018 to allow comparison of the seven secondary mathematics teaching programs published by MoNE TB. As a result of the research findings, mathematics curriculum developed from 2005 to 2009 it has been determined that the number of objectives are generally reduced, simplified and clarified, some arrangements have been made in the learning areas and the number of competencies and skills to be gained have been increased. In addition, the achievements in the curriculum have been reduced by simplifying, consolidating, or updating the curriculum and the length of the courses has been increased by a factor of four at the emphasis on mathematics. It is suggested that researchers who want to study in this area should conduct new research which analyzes in detail the between objectives, learning areas, targeted competencies and skills, achievements and the relationships class hours.
AtıfWoS2OpenAlex22TR Dizin12
İncele - MakaleAçık Erişim2018Examination of Mathematics Teacher Candidates' Reasoning Skills on Geometric Shapes in Terms of University and Class Level Variables
İlhan, Aziz; Aslaner, Recep
In this study, mathematics teacher candidates' Reasoning Skills on Geometric Shapes are examined in terms of university and class level variables. For this reason, relational survey model was used in the study. The participants of the research are 266 mathematics teacher candidates who are studying at the two universities in Eastern and Southeastern Anatolia regions during the fall semester of 2015-2016. As a data collection instrument, the Reasoning Skill Test on Geometric Shapes (RSTGS) was developed by the researcher. Based on the class levels of the participants, Frequency (f), Percent (%) and Average (𝑋 ̅) values, according to whether the data are homogenously distributed or not are compared to ANOVA, Tukey and t-tests. According to the obtained data, it was found that the reasoning skills of mathematics teacher candidates were moderate in geometrical shapes, this level was found to have a significant difference between some classes, and also the result of showing significant difference according to the university variable. As a result of the findings obtained from the research, it has been suggested that experimental studies involving teaching methods to improve reasoning skill levels on geometric shapes of mathematics teacher candidates can be performed.
AtıfOpenAlex6TR Dizin7İncele - Derleme MakaleYalnız künye2017Geometri Konularının Öğretiminde Dinamik Geometri Yazılımı Kullanımının İlköğretim Matematik Öğretmen Adaylarının Görsel Matematik Okuryazarlık Algı Düzeylerine Etkisinin İncelenmesi
İlhan, Aziz; Aslaner, Recep
Bu araştırmanın amacı, geometri konularının öğretiminde Dinamik Geometri Yazılımları (DGY) kullanmanın ilköğretim matematik öğretmen adaylarının görsel matematik okuryazarlık algılarına etkisini incelemektir. Çalışmada deneysel araştırma yöntemlerinden tek gruplu öntest-sontest yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu Doğu Anadolu bölgesinde orta büyüklükte bir üniversitenin eğitim fakültesinde alan seçmeli geometri öğretimi dersini alan 36 matematik öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak İlhan (2015) tarafından geliştirilmiş Görsel Matematik Okuryazarlık Algısı Ölçeği (GMOYAÖ) kullanılmıştır. Araştırmada öğretmen adaylarına 14 hafta boyunca DGY' lerden Cabri II Plus ve Geogebra yazılımları kullanılarak eğitim verilmiştir. Eğitim sürecinin başında ve sonunda GMOYAÖ öntestsontest olarak uygulanmış, öntest ve sontest ortalamaları arasındaki farkın anlamlı olup olmadığına bağımlı gruplarda "t testi" kullanılarak bakılmıştır. Araştırmanın sonucu öğretmen adaylarının GMOYAÖ öntest-sontest puanları arasında son test lehine anlamlı farklılık olduğunu göstermiştir. Araştırmadan elde edilen bulgular ve sonuçlara göre benzer alanlarda çalışmak isteyen araştırmacılara bazı önerilerde bulunulmuştur.
AtıfTR Dizin4İncele