%0 Journal Article
%T A Qualitative Study with Mathematics Teachers on Visual Theorems
%A Mesut £¿ZT¨¹RK
%A P£¿nar AKKAN
%A Ya£¿ar AKKAN
%A ¨¹mit DEM£¿R
%J -
%D 2018
%X The geometry that develops the aesthetic sensation of individuals and event that allows them to think in many ways, at the same time helping individuals to better understand the world they live in and to relate mathematical concepts and events in life. Despite being effective in different disciplines, visual (diagrammatic) reasoning skill that is thought to be more effective, especially in the field of geometry, and which is considered to be part of mental ability, it is a topic that many researchers have pointed out. Because visual reasoning is an important skill that affects students especially to prove or solve geometric problems. Many researchers have suggested that an individual working at a higher level of geometric thinking should have stronger visual reasoning skills and that visual reasoning can also be improved by geometric teaching. However, despite the considerable importance given to geometry in recent years, it has been shown in many studies that the level of comprehension of the geometry of students is not expected and desired. Such results indicate that the objectives of the curriculum are not reached, such as training individuals with geometric and spatial thinking skills. In this sense, mathematics teachers need to possess the visual reasoning skills necessary for teaching in the training of the individuals (mathematicians, scientists, engineers, doctors, graphic designers, etc.) who will form the human power of the future. The aim of this study is to qualitatively examine the relationships between math teachers' visual reasoning skills and their level of geometric thinking and spatial visualization skills in the context of proving visual theorems. This research is a descriptive study conducted using the case study method. The study group of the study is composed of ten mathematics teachers with a postgraduate degree in a university located in the Eastern Black Sea Region. In the selection of the study group, the maximum diversity method was chosen from the purposive sampling methods. As a result of two different interviews with the teachers, the data of the study were obtained. During the first interview, it was asked to answer open-ended questions prepared by the researchers with the help of literature to determine their geometric backgrounds. Then the teachers were asked to answer van Hiele Geometry Thinking Level Test and Spatial Visualization Skill Test. The data obtained from these two different tests were presented using descriptive statistics. In this context, in order to determine the teachers' level of geometric thinking, a
%K geometri
%K g£¿rsel ak£¿l y¨¹r¨¹tme
%K matematik £¿£¿retmenleri
%U http://dergipark.org.tr/jitte/issue/41978/431508