Pre-service mathematics teachers’ abstraction of rotational symmetry

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dc.authorscopusid58476351500en_US
dc.authorscopusid59158481500en_US
dc.contributor.authorSavaş, G.
dc.contributor.authorYavuzsoy, Köse, N.
dc.date.accessioned2024-08-23T16:07:28Z
dc.date.available2024-08-23T16:07:28Z
dc.date.issued2023en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThis study investigates first-year undergraduate students of Primary Education Mathematics Teacher Education's knowledge and understanding of rotational symmetry in geometric shapes. Three students participated in this study, which was designed within the framework of a one-to-one teaching experiment (a qualitative research method) in the fall semester of the 2020-2021 academic year. A total of four one-to-one clinical interviews were conducted with the students once a week for an average of one hour and fifteen minutes each. Researchers recorded the sessions with a video camera and kept a log of observations. The data were analyzed and interpreted using continuous analysis and retrospective analysis. Each abstraction type and level of rotational symmetry was assigned indicators based on the results. According to the results, a student at Piaget's experimental abstraction level related to rotational symmetry before the teaching experiment reached the third level of reflective abstraction. Another student at experimental abstraction reached the level of reflective abstraction at level 2; the student who was not at any level reached the level of reflective abstraction at level 1. Students can undertake reflective abstraction by improving their knowledge and understanding of rotational symmetry by using daily life examples and making rotational symmetric drawings in the classroom. Consequently, daily life examples should be used more often in geometry lessons and students should be encouraged to draw more. Additionally, it was suggested that new research be conducted to support student abstraction based on Piaget's reflective abstraction theory. © 2023, Duzce University, Faculty of Education. All rights reserved.en_US
dc.identifier.doi10.33902/JPR.202319685
dc.identifier.endpage286en_US
dc.identifier.issn2602-3717
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85164175055en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage263en_US
dc.identifier.urihttps://doi.org/10.33902/JPR.202319685
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14644
dc.identifier.volume7en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherDuzce University, Faculty of Educationen_US
dc.relation.ispartofJournal of Pedagogical Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDaily life exampleen_US
dc.subjectPiaget’s abstraction schemaen_US
dc.subjectReflective abstractionen_US
dc.subjectRotational symmetryen_US
dc.titlePre-service mathematics teachers’ abstraction of rotational symmetryen_US
dc.typeArticleen_US

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