Explanations of prospective middle school mathematics teachers for potential misconceptions on the concept of symmetry

Mihriban Hacisalihoğlu Karadeniz; Tuğba Baran Kaya; Figen Bozkuş

Vol. 10 No. 1 (2017) IEJEE

Explanations of prospective middle school mathematics teachers for potential misconceptions on the concept of symmetry

Mihriban Hacisalihoğlu Karadeniz
Tuğba Baran Kaya
Figen Bozkuş

Published October 2, 2017 | Pages: 71-82 | Views: 898

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Abstract

This study is an explanatory study, which follows a qualitative methodology and aims to reveal the explanations of prospective mathematics teachers for the potential misconceptions of secondary school students in relation to the concept of symmetry and the correction of such misconceptions. The study group consisted of a total of 26 prospective middle school mathematics teachers, who were senior students. The data of the study were obtained from the open-ended test prepared by the researchers. Following the data analysis, it was found out that the majority of the participants failed to identify the mistakes of students and suggested the ways to “letter the corners of the shape and measure the distance based on the axis of symmetry” in order to correct these mistakes. Moreover, the study notably observed that the participants adopted practical solutions such as the use of a mirror, paper folding, and the use of unit squares more in teaching the concept of symmetry. It may be stated that the prospective teachers, in this way, overlooked the development of conceptual knowledge in students.

<p>This study is an explanatory study, which follows a qualitative methodology and aims to reveal the explanations of prospective mathematics teachers for the potential misconceptions of secondary school students in relation to the concept of symmetry and the correction of such misconceptions. The study group consisted of a total of 26 prospective middle school mathematics teachers, who were senior students. The data of the study were obtained from the open-ended test prepared by the researchers. Following the data analysis, it was found out that the majority of the participants failed to identify the mistakes of students and suggested the ways to “letter the corners of the shape and measure the distance based on the axis of symmetry” in order to correct these mistakes. Moreover, the study notably observed that the participants adopted practical solutions such as the use of a mirror, paper folding, and the use of unit squares more in teaching the concept of symmetry. It may be stated that the prospective teachers, in this way, overlooked the development of conceptual knowledge in students.</p>

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Keywords

Concept of symmetry, conceptual mistakes, prospective middle school mathematics teachers

Affiliations

Mihriban Hacisalihoğlu Karadeniz

Giresun University, Turkey

Tuğba Baran Kaya

Kırıkkale University, Turkey

Figen Bozkuş

Kocaeli University, Turkey

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How to Cite

Hacisalihoğlu Karadeniz, M., Baran Kaya, T., & Bozkuş, F. (2017). Explanations of prospective middle school mathematics teachers for potential misconceptions on the concept of symmetry. International Electronic Journal of Elementary Education, 10(1), 71–82. Retrieved from https://iejee.com/index.php/IEJEE/article/view/300