An investigation of the effect of origami-based instruction on elementary students’ spatial ability in mathematics

Download

index.pdf

Date

2009

Author

Çakmak, Sedanur

Metadata

Show full item record

Item Usage Stats

866
views

432
downloads

The main purpose of the study was to investigate the effect of origami-based instruction on fourth, fifth, and sixth grade students’ spatial ability in mathematics. More specifically, how origami-based instruction affected students’ spatial visualization and spatial orientation ability was examined. In addition, elementary students’ self-reported perceptions related to origami-based instruction was investigated. In other words, students’ attitude towards origami-based instruction, their views about the benefits of origami-based instruction and its connection to mathematics, and the difficulties that students encountered while making origami as well as by whom they overcame these difficulties were investigated. The data was collected from 38 fourth, fifth, and sixth grade students in a private school in Eryaman neighborhood in Ankara. The participants were given a Spatial Ability Test (SAT) as pretest and posttest in order to assess the effect of origami-based instruction on their spatial ability in terms of spatial visualization and spatial orientation. In addition, the participants were asked to write reflection papers related to origami-based instruction in order to examine their perceptions. The results indicated that there was a significant positive effect of origami-based instruction on elementary students’ both spatial visualization and spatial orientation ability. Moreover, the findings showed that students had positive attitude toward origami-based instruction where they wanted to continue origami-based instruction. Students also thought that origami-based instruction was beneficial for them especially in geometry topics in mathematics, and they have common views that origami-based instruction was directly related with mathematics. Furthermore, results revealed that students were generally encountered with folding and assembling difficulties, and they overcame these difficulties by themselves, by the help of the teacher, and by the help of their friends.

Subject Keywords

Origami

URI

http://etd.lib.metu.edu.tr/upload/3/12610864/index.pdf
https://hdl.handle.net/11511/18881

Collections

Graduate School of Natural and Applied Sciences, Thesis

Suggestions

OpenMETU
Core

The Development of Belief Scale about Using Origami in Mathematics Education Arslan, Okan; Işıksal Bostan, Mine; Şahin, Elvan (2013-01-01) This study aims to develop valid and reliable scale in order to measure preservice teachers' beliefs towards using origami in mathematics education. Origami in Mathematics Education Belief Scale which consists of 27 items with 6 point Likert type was administered to 143 preservice elementary mathematics teachers and obtained data was analyzed with exploratory factor analysis. According to analysis results, one item was deleted and some items were revised. After these revisions, the scale consists of 26 item...
An investigation of middle school mathematics teachers' knowledge for teaching algebra Yilmaz, Nurbanu; Erbaş, Ayhan Kürşat (2017-01-01) The purpose of this study was to investigate middle school mathematics teachers' knowledge for teaching algebra. The participants of the study were 48 mathematics teachers from various middle schools. A questionnaire was conducted in order to collect data about the teachers' knowledge related to teaching of algebra. The results showed that the participating teachers were competent in making transitions among different algebraic representations. However, they had difficulties in explaining the conceptual bas...
An investigation of the effect of inquiry-based instruction enriched with origami activities on the 7th grade students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry Kandil, Semanur; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2016) The purpose of the study is to investigate the effect of inquiry-based instruction enriched with origami activities on the 7th grade students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry. The study was conducted during the academic year 2015-2016 and lasted 15 class hours in three weeks. The sample was consisted of 48 seventh grade students in a public middle school in Altındağ district of Ankara. Two classes, instructed by the researcher, were randomly assigned...
An investigation of mathematics anxiety among sixth through eighth grade students in Turkey Birgin, Osman; Baloğlu, Mustafa; Catlioglu, Hakan; Gurbuz, Ramazan (2010-12-01) The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 x 2 factorial analysis of variance results showed that there was not a...
An investigation of seventh grade students’ understanding of negative integers via mathematics history-based model-eliciting activities Ay, Büşr; Sevinç, Şerife; Department of Elementary Science and Mathematics Education (2019) The main purpose of the study was to investigate the role of mathematics historybased model-eliciting activities (MEAs) on seventh grade students’ understanding of negative integers. The study was conducted in one public middle school in Istanbul, in the Fall semester of 2018-2019 academic year. A qualitative educational case study design was employed with 29 seventh grade students. A set of integer questions were implemented twice to the participant students as an initial and a follow-up assessment. After ...

Citation Formats

S. Çakmak, “An investigation of the effect of origami-based instruction on elementary students’ spatial ability in mathematics,” M.S. - Master of Science, Middle East Technical University, 2009.