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Fostering students’ definitions and images in parallelism and perpendicularity: A paper folding activity
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fostering-students-definitions-and-images-in-parallelism-and-perpendicularity-a-paper-folding-14360.pdf
Date
2024-04-01
Author
Çatman Aksoy, Emine
Işıksal Bostan, Mine
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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.
Subject Keywords
concept definition
,
concept image
,
paper folding
,
parallelism
,
perpendicularity
URI
https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85188056998&origin=inward
https://hdl.handle.net/11511/109253
Journal
European Journal of Science and Mathematics Education
DOI
https://doi.org/10.30935/scimath/14360
Collections
Department of Mathematics and Science Education, Article
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BibTeX
E. Çatman Aksoy and M. Işıksal Bostan, “Fostering students’ definitions and images in parallelism and perpendicularity: A paper folding activity,”
European Journal of Science and Mathematics Education
, vol. 12, no. 2, pp. 236–257, 2024, Accessed: 00, 2024. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85188056998&origin=inward.