Middle school mathematics teachers' problems in teaching transformational geometry and their suggestions for the solution of these problems

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2013
İlaslan, Serap
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The purpose of this study was to reveal and define the problems middle school mathematics teachers experienced in applying transformational geometry and the solutions they proposed to overcome these problems. A total of six elementary mathematics teachers (grades 5-8) in Ankara participated in the study. The data were collected by means of one-to-one interviews with the participants. The findings indicated that the participants’ problems divided into three parts. These problems were problems arising from teachers, problems arising from students and problems arising from resources. The participants expressed challenges in teaching due to lack of materials, textbooks, and visualization ability of teachers, classroom size, and time. According to the findings, rotation was the most problematic issue. The participants claimed insufficient technological materials were the reason of this problem. Participants did not feel confidence enough to implement transformational geometry especially in rotation since they lacked adequate training and support. The participants claimed that the Ministry’s support should be increased, concrete and technological materials should be sufficient in number, and the duration of transformational geometry lesson should be increased.
Mathematics, Geometry, Mathematics teachers, Teacher orientation.
http://etd.lib.metu.edu.tr/upload/12615681/index.pdf
https://hdl.handle.net/11511/22523
Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats
S. İlaslan, “Middle school mathematics teachers’ problems in teaching transformational geometry and their suggestions for the solution of these problems,” M.S. - Master of Science, Middle East Technical University, 2013.
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