Research Article
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Year 2019, Volume: 38 Issue: 1, 113 - 130, 28.06.2019

Abstract

References

  • Annett, M. (1992). Spatial ability in subgroups of left and right handers. British Journal of Psychology, 83(4), 493-515.
  • Arıcı, S., & Aslan Tutak, F. (2013). The effect of origami based instruction on spatial visualization, geometry achievement, and geometric reasoning. International Journal of Science and Mathematics Education, 13, 179-200.
  • Baki, A., Kosa, T., & Güven, B. (2011). A comparative study of effects of using dynamic geometry software and physical manipulatives on spatial visualization skills of pre-service mathematics teachers. British Journal of Educational Technology, 42(2), 291-310.
  • Battista, M. T. (1990). Spatial visualization and gender differences in high school geometry, Journal Research in Mathematics Education, 21(1), 47–60.
  • Battista, M., & Clements, D. H. (1996). Students’ understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3), 258-292.
  • Battista, M. T., Wheatley, G. H., & Talsma, G. (1982). The importance of spatial visualization and cognitive development for geometry learning in preservice elementary teachers. Journal for Research in Mathematics Education, 13(5), 332-340.
  • Ben-Chaim, D., Lappan, G., & Houang, R. T. (1988). The effect of instruction on spatial visualization skills of middle school boys and girls. American Educational Research Journal, 25(1), 51-71.
  • Ergin, A. S., & Türnüklü, E. (2015). Ortaokul öğrencilerinin cisim imgelerinin incelenmesi: Geometrik ve uzamsal düşünme ile ilişkiler. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 188-199.
  • Erkek, Ö., Işıksal, M., & Çakıroğlu, E. (2017). A study on pre-service teachers' spatial visualization ability and spatial anxiety. Kastamonu Education Journal, 25(1), 33-50.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gilligan, K. A., Flouri, E., & Farran, E. K. (2017). The contribution of spatial ability to mathematics achievement in middle childhood. Journal of experimental child psychology, 163, 107-125.
  • Güven, B., & Kosa, T. (2008). The effect of dynamic geometry software on student mathematics teachers’ spatial visualization skills. The Turkish Online Journal of Educational Technology, 7(4), 100-107.
  • Guay, R. B. (1976). The developmental relationship between two Piagetian projective space operations (Doctoral dissertation, ProQuest Information & Learning).
  • Guay, R. B. (1980). Spatial ability measurement: A critique and an alternative. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA.
  • Guay, R. B., & McDaniel, E. D. (1977). The relationship between mathematics achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 8(3), 211-215.
  • Ha, O., & Fang, N. (2017). Interactive virtual and physical manipulatives for improving students spatial skills. Journal of Educational Computing Research, 55(8), 1088-1110.
  • Hannafin, D. R., Truxaw, M. P., Vermillion, J. R., & Liu, Y. (2008). Effects of spatial ability and instructional program on geometry achievement, The Journal of Educational Research, 101(3), 148-157, doi: 10.3200/JOER.101.3.148-157.
  • Hegarty, M. (2004). Dynamic visualization and learning: getting to difficult questions. Learning and Instruction, 14, 343-351.
  • Helweg, O. J. (2001). Using the purdue spatial visualization test to predict success in statics. American Society for Engineering Education, 6, 1.
  • Islam, S., Russ, H. S., & White, K. D. (2013). Assessment of spatial visualization skills in freshman seminar. American Society for Engineering Education, 23(228), 1-12.
  • Jovanovic V. (2014). A comparative analysis of spatial visualization ability and drafting models for industrial and technology education students. Journal of Technology Education, 26(1), 88-101.
  • Karataş, İ., & Güven, B. (2015). Dinamik geometri yazılımı Cabri’ nin matematik eğitiminde kullanımı: Pisagor bağıntısı ve çokgenlerin dış açıları. Gazi Eğitim Bilimleri Dergisi, 1(1), 15-28.
  • Kontaş, H. (2016). The effect of manipulatives on mathematis achievement and attitude of secondary school students. Journal of Education and Learning, 5(3), 10-20.
  • Kösa, T. (2016). The effect of using dynamic mathematics software: Cross section and visualization. The International Journal for Technology in Mathematics Education, 23(4), 121.
  • Kösa, T., & Kalay, H. (2018). 7. Sınıf Öğrencilerinin Uzamsal Yönelim Becerilerini Geliştirmeye Yönelik Tasarlanan Öğrenme Ortamının Değerlendirilmesi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 26(1), 83-92.
  • Kurtuluş, A. (2013). The effect of web-based interactive virtualtours on development of prospective mathematics teachers’ spatial skills. Computer & Education, 63, 141-150.
  • Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of gender differences in spatial abilities: A meta-analysis. Child Development, 56, 1479-1498.
  • Maeda, Y., & Yoon, S. Y. (2013). A meta-analysis on gender differences in mental rotation ability measured by the Purdue spatial visualization tests: Visualization of rotations (PSVT: R). Educational Psychology Review, 25(1), 69-94.
  • Metin, M. (2014). Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi
  • McGee, M. G. (1976). Laterality, hand preference, and human spatial ability. Perceptual and Motor Skills, 42(3), 781-782.
  • McGee, M. G. (1979). Human spatial abilities: Psychometric studies and environmental, genetic, hormonal and neurological influences. Psychological Bulletin, 86(5), 889-918.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Organisation for Economic Co-operation and Development [OECD], (2016). PISA 2015 Assessment And Analytical Framework: Science Reading, Mathematics and Financial Literacy, OECD Publishing.
  • Olkun, S. (2001). Öğrencilerin hacim formülünü anlamlandırmalarına yardım edelim. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 181-190.
  • Olkun, S. (2003a). Making connections: improving spatial abilities with engineering drawing activities. International Journal of Mathematics Teaching and Learning, 3(1), 1-10.
  • Olkun, S. (2003b). Comparing computer versus concrete manipulatives in learning 2D geometry. JI of Computers in Mathematics and Science Teaching, 22(1), 43-56.
  • Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial ability. Educational Studies in Mathematics, 75, 191-212.
  • Ramful, A., Lowrie, T., & Logan, T. (2017). Measurement of spatial ability: construction and validation of the spatial reasoning instrument for middle school students. Journal of Psycoeducational Assesment, 35(7), 709-726.
  • Sinclair, N., & Moss, J. (2012). The more it changes the more it becomes the same: the development of routine shape identification in dynamic geometry environment. International Journal of Educational Research, 51, 28-44.
  • Sorby, S. (1999). Developing 3-D spatial visualization skills. Engineering Design Graphics Journal, 63(2), 21-32.
  • Şimşek, E., & Yücekaya, K. Y. (2014). Dinamik geometri yazılımı ile öğretimin ilköğretim 6. Sınıf öğrencilerinin uzamsal yeteneklerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), 65-80.
  • Tan, Ü. (1990). Relation of spatial reasoning ability to hand performance in male and female left-handers to familial sinistrality and writing hand. International Journal of Neuroscience, 53(2-4), 143-155.
  • Turğut, M., Yenilmez, K., & Balbağ, M. Z. (2017). Öğretmen Adaylarının Mantıksal ve Uzamsal Düşünme Becerileri: Bölüm, Cinsiyet ve Akademik Performansın Etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 265-283.
  • Turğut, M., & Yenilmez, K. (2012). Matematik öğretmeni adaylarının uzamsal görselleştirme becerileri. Eğitim Öğretim Araştırmaları Dergisi, 1(2), 243-252.
  • Turğut, M., & Yılmaz, S. (2012). İlköğretim 7. ve 8. sınıf öğrencilerinin uzamsal yeteneklerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 69-79.
  • Uygan, C., & Turğut, M. (2012, Haziran). Ulusal merkezi sınavlarda uzamsal yeteneğin kullanımını içeren matematik sorularının incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde.
  • Yoon, S. Y. (2011). Psychometric properties of the revised purdue spatial visualization tests: visualization of rotations (The Revised PSVT: R). Purdue University.
  • Yurt, E., & Tünkler, V. (2016). A Study on the Spatial Abilities of Prospective Social Studies Teachers: A Mixed Method Research. Educational Sciences: Theory and Practice, 16(3), 965-986.
  • Ubuz, B., Üstün, I., & Erbaş, A. K. (2009). Effect of dynamic geometry environment on immediate and retension level achievements of seventh grade students. Eurasian Journal of Educational Research, 35, 147-164.
  • Unal, H., Jakubowski, E., & Corey, D. (2009). Differences in learning geometry among high and low spatial ability preservice mathematics teachers. International Journal of Mathematical Education in Science and Technology, 40(8), 997-1012.

Matematik ve Sınıf Öğretmen Adaylarının Uzamsal Yeteneklerinin İncelenmesi

Year 2019, Volume: 38 Issue: 1, 113 - 130, 28.06.2019

Abstract

Bu
çalışmada öğretmen adaylarının uzamsal yetenekleri öğrenim gördükleri program,
cinsiyet, sınıf düzeyi, genel akademik not ortalaması, üniversiteye giriş
puanları, okul öncesi eğitim alma durumları, üç boyutlu nesnelerle eğitim alma
durumları ve sağ veya sol el kullanma durumlarına göre incelenmesi
amaçlanmıştır. Çalışmanın katılımcılarını Ondokuz Mayıs Üniversitesinde öğrenim
gören ilköğretim ve ortaöğretim matematik ile sınıf öğretmenliği programlarında
öğrenim gören 427 öğretmen adayı oluşturmaktadır. Çalışma nicel araştırma
yöntemlerinden nedensel karşılaştırma araştırma yöntemi ile gerçekleştirilmiştir.
Öğretmen adaylarının uzamsal yeteneklerini ölçmek için The Purdue Spatial
Visualization Test: Rotations testi kullanılmıştır. Çalışmanın sonucunda ilköğretim
ve ortaöğretim matematik öğretmen adaylarının uzamsal yeteneklerinin sınıf
öğretmen adaylarından yüksek olduğu ve her üç programda da sonuçların erkekler
lehine farklılaştığı görülmüştür. Fakat bu fark ilköğretim matematik
öğretmenliği programında anlamlı iken, ortaöğretim matematik ve sınıf
öğretmenliği programlarında anlamlı değildir. Ayrıca, her üç programda öğretmen
adaylarının uzamsal yetenekleri okul öncesi eğitim alma durumuna göre
farklılaşmamaktadır ve uzamsal yetenek ile üniversiteye giriş puanları arasında
anlamlı bir ilişkiye rastlanmamıştır. Bahsedilen diğer değişkenlere göre ise
sonuçlar, bölüm bazında farklılaşmaktadır. Ortaöğretim matematik öğretmenliği
programında üç boyutlu cisimlerle ilgili eğitim almayanların, ilköğretim
matematik ve sınıf öğretmenliği programlarında ise eğitim alanların uzamsal
yeteneklerinin daha yüksek olduğu sonucuna ulaşılmıştır. Ayrıca, ortaöğretim
matematik öğretmenliği ve sınıf öğretmenliğinde sol el kullananların,
ilköğretim matematik öğretmenliğinde ise sağ el kullananların uzamsal yeteneklerinin
daha yüksek olduğu sonucuna ulaşılmıştır. 
Uzamsal yeteneğin genel akademik not ortalaması ile ilişkisi
incelendiğinde ise, sadece sınıf öğretmenliğinde pozitif yönde anlamlı bir
ilişkiye rastlanmıştır.

References

  • Annett, M. (1992). Spatial ability in subgroups of left and right handers. British Journal of Psychology, 83(4), 493-515.
  • Arıcı, S., & Aslan Tutak, F. (2013). The effect of origami based instruction on spatial visualization, geometry achievement, and geometric reasoning. International Journal of Science and Mathematics Education, 13, 179-200.
  • Baki, A., Kosa, T., & Güven, B. (2011). A comparative study of effects of using dynamic geometry software and physical manipulatives on spatial visualization skills of pre-service mathematics teachers. British Journal of Educational Technology, 42(2), 291-310.
  • Battista, M. T. (1990). Spatial visualization and gender differences in high school geometry, Journal Research in Mathematics Education, 21(1), 47–60.
  • Battista, M., & Clements, D. H. (1996). Students’ understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3), 258-292.
  • Battista, M. T., Wheatley, G. H., & Talsma, G. (1982). The importance of spatial visualization and cognitive development for geometry learning in preservice elementary teachers. Journal for Research in Mathematics Education, 13(5), 332-340.
  • Ben-Chaim, D., Lappan, G., & Houang, R. T. (1988). The effect of instruction on spatial visualization skills of middle school boys and girls. American Educational Research Journal, 25(1), 51-71.
  • Ergin, A. S., & Türnüklü, E. (2015). Ortaokul öğrencilerinin cisim imgelerinin incelenmesi: Geometrik ve uzamsal düşünme ile ilişkiler. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 188-199.
  • Erkek, Ö., Işıksal, M., & Çakıroğlu, E. (2017). A study on pre-service teachers' spatial visualization ability and spatial anxiety. Kastamonu Education Journal, 25(1), 33-50.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gilligan, K. A., Flouri, E., & Farran, E. K. (2017). The contribution of spatial ability to mathematics achievement in middle childhood. Journal of experimental child psychology, 163, 107-125.
  • Güven, B., & Kosa, T. (2008). The effect of dynamic geometry software on student mathematics teachers’ spatial visualization skills. The Turkish Online Journal of Educational Technology, 7(4), 100-107.
  • Guay, R. B. (1976). The developmental relationship between two Piagetian projective space operations (Doctoral dissertation, ProQuest Information & Learning).
  • Guay, R. B. (1980). Spatial ability measurement: A critique and an alternative. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA.
  • Guay, R. B., & McDaniel, E. D. (1977). The relationship between mathematics achievement and spatial abilities among elementary school children. Journal for Research in Mathematics Education, 8(3), 211-215.
  • Ha, O., & Fang, N. (2017). Interactive virtual and physical manipulatives for improving students spatial skills. Journal of Educational Computing Research, 55(8), 1088-1110.
  • Hannafin, D. R., Truxaw, M. P., Vermillion, J. R., & Liu, Y. (2008). Effects of spatial ability and instructional program on geometry achievement, The Journal of Educational Research, 101(3), 148-157, doi: 10.3200/JOER.101.3.148-157.
  • Hegarty, M. (2004). Dynamic visualization and learning: getting to difficult questions. Learning and Instruction, 14, 343-351.
  • Helweg, O. J. (2001). Using the purdue spatial visualization test to predict success in statics. American Society for Engineering Education, 6, 1.
  • Islam, S., Russ, H. S., & White, K. D. (2013). Assessment of spatial visualization skills in freshman seminar. American Society for Engineering Education, 23(228), 1-12.
  • Jovanovic V. (2014). A comparative analysis of spatial visualization ability and drafting models for industrial and technology education students. Journal of Technology Education, 26(1), 88-101.
  • Karataş, İ., & Güven, B. (2015). Dinamik geometri yazılımı Cabri’ nin matematik eğitiminde kullanımı: Pisagor bağıntısı ve çokgenlerin dış açıları. Gazi Eğitim Bilimleri Dergisi, 1(1), 15-28.
  • Kontaş, H. (2016). The effect of manipulatives on mathematis achievement and attitude of secondary school students. Journal of Education and Learning, 5(3), 10-20.
  • Kösa, T. (2016). The effect of using dynamic mathematics software: Cross section and visualization. The International Journal for Technology in Mathematics Education, 23(4), 121.
  • Kösa, T., & Kalay, H. (2018). 7. Sınıf Öğrencilerinin Uzamsal Yönelim Becerilerini Geliştirmeye Yönelik Tasarlanan Öğrenme Ortamının Değerlendirilmesi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 26(1), 83-92.
  • Kurtuluş, A. (2013). The effect of web-based interactive virtualtours on development of prospective mathematics teachers’ spatial skills. Computer & Education, 63, 141-150.
  • Linn, M. C., & Petersen, A. C. (1985). Emergence and characterization of gender differences in spatial abilities: A meta-analysis. Child Development, 56, 1479-1498.
  • Maeda, Y., & Yoon, S. Y. (2013). A meta-analysis on gender differences in mental rotation ability measured by the Purdue spatial visualization tests: Visualization of rotations (PSVT: R). Educational Psychology Review, 25(1), 69-94.
  • Metin, M. (2014). Kuramdan uygulamaya eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi
  • McGee, M. G. (1976). Laterality, hand preference, and human spatial ability. Perceptual and Motor Skills, 42(3), 781-782.
  • McGee, M. G. (1979). Human spatial abilities: Psychometric studies and environmental, genetic, hormonal and neurological influences. Psychological Bulletin, 86(5), 889-918.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Organisation for Economic Co-operation and Development [OECD], (2016). PISA 2015 Assessment And Analytical Framework: Science Reading, Mathematics and Financial Literacy, OECD Publishing.
  • Olkun, S. (2001). Öğrencilerin hacim formülünü anlamlandırmalarına yardım edelim. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 1(1), 181-190.
  • Olkun, S. (2003a). Making connections: improving spatial abilities with engineering drawing activities. International Journal of Mathematics Teaching and Learning, 3(1), 1-10.
  • Olkun, S. (2003b). Comparing computer versus concrete manipulatives in learning 2D geometry. JI of Computers in Mathematics and Science Teaching, 22(1), 43-56.
  • Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial ability. Educational Studies in Mathematics, 75, 191-212.
  • Ramful, A., Lowrie, T., & Logan, T. (2017). Measurement of spatial ability: construction and validation of the spatial reasoning instrument for middle school students. Journal of Psycoeducational Assesment, 35(7), 709-726.
  • Sinclair, N., & Moss, J. (2012). The more it changes the more it becomes the same: the development of routine shape identification in dynamic geometry environment. International Journal of Educational Research, 51, 28-44.
  • Sorby, S. (1999). Developing 3-D spatial visualization skills. Engineering Design Graphics Journal, 63(2), 21-32.
  • Şimşek, E., & Yücekaya, K. Y. (2014). Dinamik geometri yazılımı ile öğretimin ilköğretim 6. Sınıf öğrencilerinin uzamsal yeteneklerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), 65-80.
  • Tan, Ü. (1990). Relation of spatial reasoning ability to hand performance in male and female left-handers to familial sinistrality and writing hand. International Journal of Neuroscience, 53(2-4), 143-155.
  • Turğut, M., Yenilmez, K., & Balbağ, M. Z. (2017). Öğretmen Adaylarının Mantıksal ve Uzamsal Düşünme Becerileri: Bölüm, Cinsiyet ve Akademik Performansın Etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(41), 265-283.
  • Turğut, M., & Yenilmez, K. (2012). Matematik öğretmeni adaylarının uzamsal görselleştirme becerileri. Eğitim Öğretim Araştırmaları Dergisi, 1(2), 243-252.
  • Turğut, M., & Yılmaz, S. (2012). İlköğretim 7. ve 8. sınıf öğrencilerinin uzamsal yeteneklerinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 69-79.
  • Uygan, C., & Turğut, M. (2012, Haziran). Ulusal merkezi sınavlarda uzamsal yeteneğin kullanımını içeren matematik sorularının incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde.
  • Yoon, S. Y. (2011). Psychometric properties of the revised purdue spatial visualization tests: visualization of rotations (The Revised PSVT: R). Purdue University.
  • Yurt, E., & Tünkler, V. (2016). A Study on the Spatial Abilities of Prospective Social Studies Teachers: A Mixed Method Research. Educational Sciences: Theory and Practice, 16(3), 965-986.
  • Ubuz, B., Üstün, I., & Erbaş, A. K. (2009). Effect of dynamic geometry environment on immediate and retension level achievements of seventh grade students. Eurasian Journal of Educational Research, 35, 147-164.
  • Unal, H., Jakubowski, E., & Corey, D. (2009). Differences in learning geometry among high and low spatial ability preservice mathematics teachers. International Journal of Mathematical Education in Science and Technology, 40(8), 997-1012.
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Merve Dündar 0000-0003-0256-9009

Rezan Yılmaz 0000-0003-4835-2630

Yüksel Terzi 0000-0003-4966-8450

Publication Date June 28, 2019
Acceptance Date April 1, 2019
Published in Issue Year 2019 Volume: 38 Issue: 1

Cite

APA Dündar, M., Yılmaz, R., & Terzi, Y. (2019). Matematik ve Sınıf Öğretmen Adaylarının Uzamsal Yeteneklerinin İncelenmesi. Ondokuz Mayis University Journal of Education Faculty, 38(1), 113-130.