Turkish Journal of Computer and Mathematics Education

338-365

Authors: Fatih Karakuş, Murat Peker

The purpose of the study was to compare the influence of dynamic geometry software activities and influence of the physical manipulatives and drawing activities on the spatial ability and van Hiele levels of pre-service primary school teachers in a geometry course. A quasi-experimental statistical design was used in the study. The participants were 61 pre-service primary teachers in the second year of their undergraduate program in the Department of Elementary Education at Afyon Kocatepe University. A total of 32 pre-service teachers (computer group) were trained in the dynamic geometry based activities and 29 pre-service teachers (physical-drawing group) were trained in the physical manipulative and drawing based activities. In order to determine the two groups of the pre-service teachers’ geometric thinking levels, the van Hiele Geometry Test and in order to determine the two groups of the pre-service teachers’ spatial ability, The Purdue Spatial Visualization Test was used as the pre-test and post-test. The results of the study showed that there was no difference on the post-test of the two groups related to the van Hiele levels and spatial abilities. Moreover, both groups have significantly higher achievement on the post-test compared to the pre-test.

380-398

Authors: Şahin Danişman, Engin Karadağ

This study aims to compare the 2005 and 2013 mathematics curriculum within the context of learning domains and objectives at the fifth grade level. Aiming this, the integrative literature review type has been used as the design of the study. According to this method, the present study conducted in five stages (i.e. identifying research problem, collecting data, evaluating data, analyzing and interpreting findings, and evaluating the state of knowledge of phenomenon). The data were analyzed through using a coding key so as to make it possible to compare the learning domains and objectives of both curriculums. Taking into consideration the findings of the study, it can be seen that the former mathematics curriculum has considerably been simplified and there is a decrease in the number of the learning domains and objectives. In addition to this simplification, some extra learning domains and objectives have been added to the curriculum. Furthermore, the number of lesson hours for the mathematics has been increased in the present curriculum. When the changes in the mathematics curriculum such as simplification and increase in the number of lesson hours have been taken into account, it can be inferred that deep learning of the mathematical content together with the conceptual learning has been aimed in the updated curricul

418-445

Authors: Sefa Dündar, Yasemin Yılmaz

In this study, the integral subject in which difficulties mostly seen about learning and understanding in mathematics education has been studied. The aim of this study is to determine that primary (secondary) preservice mathematics teachers’ performance in given tests about the intagral problems’ having same numerical solution but different presentation forms and to find out the causes of the failures in these tests. The mixed method, enriched with regards to quantitative and qualitative datas, has been used. When the preservice teachers’ answers given to the these tests were analyzed, it has been found out their performances differentiate in interclasses and in the same class group. Besides the preservice mathematics teachers have become successfull in tests which have been comprising of symbolic, visual and verbal problems respectively. The preservice teachers have explained their opinions about the reasons of their failures in verbal, visual and symbolic tests, and they have been ciriticised.

463-482

Authors: Zeynep Çavuş Erdem, Hacı Duran

The aim of this study is to compare the ways individuals who got formal mathematics education and the ones who didn’t get follow while calculating from the mind. The study was carried out by sampling a total number of 12 people 6 of whom were people who got formal mathematics education and 6 of whom were people who are illiterate and learnt to do mathematical operations through informal methods. The data was collected through an interview form which included several questions evaluating the four operations skills. In the study in which descriptive analysis method was used, it was observed that both the individuals who got formal education and the ones who didn’t get applied to similar strategies like grouping, taking multiples, rounding to decimals and operating over mold numbers in questions which require addition and subtraction operations. But partial differences were determined in the mental calculation methods in the questions which require multiplication and division operations. It was defined that the individuals who didn’t get formal education obtained their calculating skills as a result of dealing with daily routines which require calculation at large and that they naturally benefit from the decimal system and its operational features while doing the calculations.

506-531

Authors: Figen Bozkuş, Zülbiye Toluk Uçar, İbrahim Çetin

The purpose of this study was to investigate middle school students’ understanding of infinity. The sample of the study consisted of 176 students from three middle schools. To explore students’ understanding of infinity, a test including four open-ended questions was administered. Following the test, semi-structured interviews were conducted to produce in-depth data related to students’ understandings of the infinity concept. The data were analyzed using qualitative content analysis method. Results of the study revealed that the participants described the infinity as “having no end”, “continuing” and “never-ending” and perceived infinity “as a process that never ends". The participants’ descriptions were categorized under three different headings, namely mathematical, physical and affective. Besides, it was found that students’ descriptions include static and dynamic notions. It was observed that static infinity notion is common among students.