Buradasınız

The mistakes and the misconceptions of the eighth grade students on the subject of angles

Journal Name:

Publication Year:

Abstract (2. Language): 
The purpose of this study was to determine the learning levels, mistakes, and misconceptions of the 8th grade students on the subject of “angles in geometry” as well as the possible reasons for these situations. Research sample consisted of 30 students attending the 8th grade of a middle school located in the central district of a northern province of Turkey during the 2012 – 2013 academic year. 4 open-ended questions were used in this study. Firstly, the answers given were divided into two: correct and incorrect. Then, incorrect answers were split into sub-categories and tabulated. According to the results of the study, (1) students paid attention to the physical appearances of geometric figures alone without taking into consideration their geometric properties; (2) although they detected some geometric properties of figures, they failed to associate these properties with other knowledge required for solution; (3) they generalized a property that was valid for only a specific condition over different situations; (4) and they did not fully comprehend the concept of parallelism on the subject of angles.
FULL TEXT (PDF): 
50-59

REFERENCES

References: 

Alkan, H., Altun, M. (1998). Mathematics Teaching, Anadolu Üniversitesi Açık Öğretim Fakültesi Yayınları, Eskişehir.
Baki, A., Kartal, T. (2004). The Characterization of Algebra Knowledge among High School Students in the Context of
Conceptual Knowledge and Procedural Knowledge. Türk Eğitim Bilimleri dergisi, volume 2, issue 1, 27-­‐‑50.
Baykul, Y. (1999). Mathematics Teaching in Primary Education, Anı Yayıncılık, 3rd Extended Edition, Ankara, 342.
Clements, D. H. & Battista, M. T. (1992). Geometry and spatial reasoning. In D. Grouws (Ed.). Handbook of Research on
Mathematics Teaching and Learning, (pp. 420-­‐‑464). Reston, VA: National Council of Teachers of Mathematics.
Gilbert, J.K., Osborne, R.J., Fensham, P.J., Children'ʹs Science and Its Consequences for Teaching. Science Education. V.66, N.4,
1982: 623-­‐‑633.
Karasar, N. (1995). Bilimsel Araştırma Yöntemi (Scientific Research Merhod) (7th Edition). 3A Araştırma Eğitim Danışmanlık
Ltd.
Kopelman, E. "ʺInvisible angles and visible parallels which bring deconstruction to geometry"ʺ. Proceedings of the 20th
International Conference for Psychology of Mathematics Education, University of Valencia: Spain, 185-­‐‑192 (1996).
Matos, J.M. "ʺCognitive models of the concept of angle"ʺ. Proceedings of the 18th International Conference for psychology of
Mathematics Education, University of Lisbon: Portugal, 263-­‐‑270 (1994).
Mayberry, J. W. (1983). The van Hiele levels of geometric thought in undergraduate preservice teachers. Journal for Research
in Mathematics Education. 14, 58 – 69.
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.), London & Thousand
Oaks, California: Sage.
Mitchelmore, M. C. (1997). Children’s Informal Knowledge of Physical Angle Situations. Cognition and Instruction, 7 (1) 1-­‐‑19.
National Council of Teachers of Mathematics (NCTM) (1989). Curriculum and Evaluation Standards for School Mathematics.
Reston, Va.: NCTM.
NCTM (2000). Principles and Standards for School Mathematics. Reston, Va. NCTM.
Prescott, A., Mitchelmore, M., & White, P. (2002). Students’ Difficulties in Abstracting Angle Concepts from Physical
Activities with Concrete Material. In the Proceedings of the Annual Conference of the Mathematics Education Research
Group of Australia Incorporated Eric Digest ED 472950).
Thirumurthy, V. (2003). Children’s Cognition of Geometry and Spatial Reasoning: A Cultural Process. Unpublished PhD
Dissertation, State University Of New York At Buffalo, USA.
Van de Walle, J. A. (2004). Elemantary and middle school mathematics. Fifth Edition, Virginia Common Wealth University.
Van Hiele, P.M.,& van Hiele-­‐‑Geldof, D. (1958). "ʺA method of initiation into geometry"ʺ. In H. Freudental (Ed.), Report on
Methods of Initiation into Geometry, Groningen
Van Hiele -­‐‑Geldof, D. (1984). The Didactics of Geometry in the Lowest Class of Secondary School. In David Fuys, Dorothy
Geddes, and Rosamond Tischler (Eds.,), English Translation of Selected Writings of Dina van Hiele-­‐‑Geldof and Pierre M.
van Hiele, ERIC Document Reproduction Service, no. ED 287 697.
Van Hiele, P. M. (1986). Structure and Insight. New York: Academic Press.
Yılmaz, S., Keşan, C., Turgut, M., Kabakçı, D. (2005). The Effect of Concept Map-­‐‑Supported Problem-­‐‑Solving Centered
Geometry Teaching on the Van Hiele Geometric Thinking Levels of the 7th Grade Students. 14th National Educational
Sciences Congress, Pamukkale University Faculty of Education, Denizli.

Thank you for copying data from http://www.arastirmax.com