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    Analysis of the correlations between visual mathematics literacy perceptions, reasoning skills on geometric shapes and geometry performances of pre-service mathematics teachers
    (Ozgen Korkmaz, 2020) İlhan A.; Aslaner R.
    In the study, the correlations between visual mathematics literacy perceptions, reasoning skills on geometrical shapes and geometrical performances of pre-service mathematics teachers were investigated. The study participants included 384 pre-service mathematics teachers, who were attending education departments in two universities located in Eastern and Southeastern Anatolia regions in Turkey. In the study, due to time and workforce limitations, convenience sampling method was preferred, and relational screening model was adopted. The study data was collected with visual mathematics literacy perception scale, reasoning skills on geometric shapes and geometry performance tests developed by the authors. Analysis of the correlation between the variables demonstrated that there was a moderate correlation between visual mathematics literacy perception and both the reasoning skills on geometrical shapes and the geometry performance, and there was a high correlation between the reasoning skills on geometric shapes and geometry performance. Primary model path analysis demonstrated that visual mathematics literacy perception had a moderate effect on reasoning skills on geometrical shapes and geometry performance. It was also determined that reasoning skills on geometric shapes had a strong effect on geometry performance. The findings of the path analysis conducted on the sub-dimensions revealed that all sub-dimensions had a moderate positive effect on reasoning skills on geometric shapes. It was also found that visual mathematics literacy perception had a moderate positive effect on visual perception, geometry knowledge, spatial intelligence and concretization sub-dimensions and geometry performance. © 2020, Ozgen Korkmaz. All rights reserved.
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    To what extent can teachers and preservice teachers predict students’ mathematical thinking? A qualitative analysis
    (Duzce University, Faculty of Education, 2023) Kükey E.; Aslaner R.
    In studies over recent years, there has been an increasing interest in teachers’ predicting middle school students’ thinking processes. However, as far as we are aware, there are no studies examining students’ thinking in terms of mathematical thinking components. This study primarily aimed to determine the mathematical thinking of middle school students. Therefore, the study examined how six mathematics teachers and 24 preservice mathematics teachers (from first to fourth grade) predicted the mathematical thinking of 96 middle school students. In this context, the predictions were categorized according to the sub-components of mathematical thinking: conjecturing, specializing, justifying and convincing, and generalizing. Regarding the conjecturing, the teachers explained students’ prediction of their mathematical thinking in more detail than preservice teachers. Regarding the specializing, the study, both groups of teachers could not predict that the students could express different situations in their problem solutions. Within the scope of the justifying and convincing, the preservice teachers had different perspectives on problem solving compared to the teachers. In regard to the generalizing, teachers and preservice teachers made similar predictions but all groups from first to fourth grade lack experience for this component. It can be stated that preservice teachers’ interaction with more students will be effective in predicting students’ mathematical thinking. The same is true for teachers, as it is believed that greater experience will be beneficial. © 2023, Duzce University, Faculty of Education. All rights reserved.