Fostering students’ definitions and images in parallelism and perpendicularity: A paper folding activity-Reference-Cited by-同舟云学术

Fostering students’ definitions and images in parallelism and perpendicularity: A paper folding activity

Published:2024-04-01 Issue:2 Volume:12 Page:236-257
ISSN:2301-251X
Container-title:European Journal of Science and Mathematics Education
language:
Short-container-title:EUR J SCI MATH ED

Author:

Catman-Aksoy Emine¹^ORCID,Isiksal-Bostan Mine¹^ORCID

Affiliation:

1. Department of Mathematics and Science Education, Faculty of Education, Middle East Technical University, Ankara, TÜRKİYE

Abstract

This study investigated the effect of a paper folding activity prepared to develop the sixth-grade students’ concept definitions and images of parallelism and perpendicularity concepts. The study also examined how the concept definition and images changed after the paper folding activity. A combination of quantitative and qualitative methods was used. A one-group pre-/post-test design revealed that the paper folding activity had a significant positive effect on students’ concept definitions and images. In addition, the interviews after pre- and post-tests indicated that the students’ personal concept definitions of parallelism and perpendicularity of two lines/line segments began to match the formal concept definitions of these concepts after the paper folding activity. Lastly, missing and mis-in concept image situations, encountered generally in the pre-test, were observed less after the paper folding activity.

Publisher

Bastas Publications

Link

https://www.scimath.net/download/fostering-students-definitions-and-images-in-parallelism-and-perpendicularity-a-paper-folding-14360.pdf

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