Ayşen ÖZEREM
Mathematics Teacher, Near East University, PhD Student in Educational Admin stration and Supervision
Abstract
Problem Statement: It is a known fact that many students have difficulty understanding solid subjects in geometry and space geometry which are the basics of many subjects in Mathematics. This shows that there should be more emphasis on the concept teaching. Therefore, in this research Form 12 students’ mistakes and concept misconceptions were assessed and recommendations are presented on the matter.
Purpose of Study: The aim of this research is to define how 12th grade students who are preparing for university perceive concepts like space, plane, point, line and dimension. With this objective in mind, it was tried to provide a sample for concept confusion and suggest a solution for concept fallacies.
Significance of the Research: It is considered that developing spatial ability of the students, who are currently at 12th grade and are preparing for university, will support them both in their daily lives and professional environments. The importance and necessity of understanding, grasping and using the relations between concepts of space, plane, point, line and dimension are emphasized. The research tried to define which “concept model” learners have for words like space, plane and dimension. As a result of this study, concept fallacies have also been identified.
Problem sentence of the Research
What is the level of understanding on the 12th grade students who are preparing for university on space, plane, point, line and dimension; and what are their conceptual fallacies related to these concepts?
Methods: The sample of this research is formed by 38, 12-grade students who are studying in the Science-Turkish/Maths unit at Nicosia Turkish Education College (TMK) during the 2012-2013 Academic Year. Experimental research model is used in this research.
Findings: Findings of this research put forward that teaching organized based on visualization in geometry is effective. When the findings of the study are evaluated as a whole, it was found that 12th form student who are preparing for university could not answer questions on space and plane concepts before the visualization approach as well as their lack of information on the concept of dimension. It was also found that as a result of the visualization approach, there was an increase in the knowledge of students related to the concepts; in addition to the decrease in their misconceptions. The activities based on the visualization approach are qualified to construct concepts of “space, plane, point, line and dimension”. This situation has been clearly observed in the difference between the data of the pre-test and the post-test.
Significance of the Research: It is considered that developing spatial ability of the students, who are currently at 12th grade and are preparing for university, will support them both in their daily lives and professional environments. The importance and necessity of understanding, grasping and using the relations between concepts of space, plane, point, line and dimension are emphasized. The research tried to define which “concept model” learners have for words like space, plane and dimension. As a result of this study, concept fallacies have also been identified.
Problem sentence of the Research
What is the level of understanding on the 12th grade students who are preparing for university on space, plane, point, line and dimension; and what are their conceptual fallacies related to these concepts?
Conclusion and Recommendations: Findings of this research put forward that teaching organized based on visualization in geometry is effective. Some studies can be done on affective characteristics of 12th form students like attitude and self-efficiancy toward geometry lessons.
Keywords: Spatial intelligence, space geometry, misconceptions.