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

Date

2024-04-01

Author

Çatman Aksoy, Emine
Işıksal Bostan, Mine

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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

Collections

Department of Mathematics and Science Education, Article