An Analysis of the Transformation Geometry of the Primary School Mathematics Curriculum According to Levels

Gülsüm Demir; Aytaç Kurtuluş

Makale detayları

An Analysis of the Transformation Geometry of the Primary School Mathematics Curriculum According to Levels

Yazarlar:

Gülsüm Demir | Aytaç Kurtuluş

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Mathematics Education

Dergi:

Osmangazi Journal of Educational Research Vol.0, pp.71-95

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303551

pISSN:

2651-4206

Anahtar kelimeler:

Özet:

 In this study, it is aimed to examine the Primary Mathematics Curriculum 1-8th grade according to the transformation geometry levels. In this context, the transformation geometry in primary and secondary school levels or the acquisitions related to this subject were determined. Then, the acquisitions were examined by considering the transformation geometry thinking levels defined by Soon. It has been researched that the achievements in the curriculum are related to which level and whether this level provides the qualifications. As a method, document analysis was carried out. In the research, it was determined that some gains were given in a way that was not very suitable for the hierarchical structure of the Transformation Geometry Levels. The program is examined, it is seen that the most striking shortcomings are that there is no gain at any level regarding the rotational transformation. The fact that there is no rotational transformation outcome in the mathematics curriculum at any level can be a challenging situation for the student in future learning.

 In this study, it is aimed to examine the Primary Mathematics Curriculum 1-8th grade according to the transformation geometry levels. In this context, the transformation geometry in primary and secondary school levels or the acquisitions related to this subject were determined. Then, the acquisitions were examined by considering the transformation geometry thinking levels defined by Soon. It has been researched that the achievements in the curriculum are related to which level and whether this level provides the qualifications. As a method, document analysis was carried out. In the research, it was determined that some gains were given in a way that was not very suitable for the hierarchical structure of the Transformation Geometry Levels. The program is examined, it is seen that the most striking shortcomings are that there is no gain at any level regarding the rotational transformation. The fact that there is no rotational transformation outcome in the mathematics curriculum at any level can be a challenging situation for the student in future learning.

 In this study, it is aimed to examine the Primary Mathematics Curriculum 1-8th grade according to the transformation geometry levels. In this context, the transformation geometry in primary and secondary school levels or the acquisitions related to this subject were determined. Then, the acquisitions were examined by considering the transformation geometry thinking levels defined by Soon. It has been researched that the achievements in the curriculum are related to which level and whether this level provides the qualifications. As a method, document analysis was carried out. In the research, it was determined that some gains were given in a way that was not very suitable for the hierarchical structure of the Transformation Geometry Levels. The program is examined, it is seen that the most striking shortcomings are that there is no gain at any level regarding the rotational transformation. The fact that there is no rotational transformation outcome in the mathematics curriculum at any level can be a challenging situation for the student in future learning.

 In this study, it is aimed to examine the Primary Mathematics Curriculum 1-8th grade according to the transformation geometry levels. In this context, the transformation geometry in primary and secondary school levels or the acquisitions related to this subject were determined. Then, the acquisitions were examined by considering the transformation geometry thinking levels defined by Soon. It has been researched that the achievements in the curriculum are related to which level and whether this level provides the qualifications. As a method, document analysis was carried out. In the research, it was determined that some gains were given in a way that was not very suitable for the hierarchical structure of the Transformation Geometry Levels. The program is examined, it is seen that the most striking shortcomings are that there is no gain at any level regarding the rotational transformation. The fact that there is no rotational transformation outcome in the mathematics curriculum at any level can be a challenging situation for the student in future learning.

Makale detayları

An Analysis of the Transformation Geometry of the Primary School Mathematics Curriculum According to Levels

Yazarlar:

Gülsüm Demir | Aytaç Kurtuluş

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Mathematics Education

Dergi:

Osmangazi Journal of Educational Research Vol.0, pp.71-95

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303551

pISSN:

2651-4206

Transformation geometry

translation

reflection

rotational transformation

transformation geometry level

Sayı

Makale detayları

An Analysis of the Transformation Geometry of the Primary School Mathematics Curriculum According to Levels

Yazarlar: Gülsüm Demir | Aytaç Kurtuluş

Yayıncı: Eskişehir Osmangazi University

Ana Başlıklar: Mathematics Education

Dergi: Osmangazi Journal of Educational Research Vol.0, pp.71-95

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001303551

pISSN: 2651-4206

Transformation geometry

translation

reflection

rotational transformation

transformation geometry level

Sayı

Yazarlar:

Gülsüm Demir | Aytaç Kurtuluş

Yayıncı:

Eskişehir Osmangazi University

Ana Başlıklar:

Mathematics Education

Dergi:

Osmangazi Journal of Educational Research Vol.0, pp.71-95

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001303551

pISSN:

2651-4206