Van Hiele Levels of Geometric Thinking and Constructivist-Based Teaching Practices
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Tarih
2021
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study aimed to establish the relationship between pre-service elementary mathematics teachers’ (PEMTs) van Hiele geometric thinking levels and their constructivist-based teaching practices. In order to address the research questions framing this study, data related to the PEMTs’ van Hiele geometry reasoning stages were gathered through the van Hiele Geometry Test (VHGT). In addition, constructivist-based teaching practice was examined by conducting the observation protocol named as Reformed Teaching Observation Protocol (RTOP) to the 108 PEMTs. Moreover, interviews were conducted to 15 Turkish PEMTs in order to obtain detailed information about the research question. The results of the data analysis represented that there was a statistically significant positive correlation between the PEMTs’ constructivist-based teaching practice and their van Hiele geometry reasoning levels. As a conclusion, the PEMTs having high level of van Hiele geometry thinking were likely to enact their teaching practices more appropriately to the constructivist approach.
Açıklama
Anahtar Kelimeler
Van Hiele Geometric Thinking Level, Constructicist-based Teaching, Geometry Teaching, Pre-Service Teachers, Van Hiele Geometrik Düşünme, Yapılandırmacı Yaklaşım Temelli Öğretim, Geometri Öğretimi, Öğretmen Adayları
Kaynak
Mersin Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
17
Sayı
1
