Middle and high school mathematics teachers' perspectives on the use of 3d diagrams in teaching geometry

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2022-8

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Yıldızel Saygılı, İlkay

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This study investigates the perspectives of middle and high school mathematics teachers on the application of three-dimensional diagrams in geometry teaching. A supporting aim was also to obtain their suggestions on supporting students’ diagrammatic reasoning and addressing misconceptions and difficulties that may arise. The study's participants are 12 math teachers working in Turkey on face-to- face and online platforms. Data were collected through semi-structured, open-ended, and task-based interviews with every participant and examined using content analysis. Math teachers’ perspectives on using 3D diagrams were categorized in terms of the role they assign to them in teaching geometry, their value as teaching resources, and their awareness of students’ misconceptions and difficulties. While thought necessary to understand geometry, this study found that teachers prefer to use 2D and 3D diagrams in a two-dimensional way rather than digital ones when teaching. They also feel their students would benefit from materials integrating each question with a QR code so that questions can be better understood through multiple images, along with suggestions for digital courses for pre-service teachers and digital workshops for teachers.

Subject Keywords

Geometry, 3D Diagrams, Math teachers, Misconception, Perspective

URI

https://hdl.handle.net/11511/99745

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Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

İ. Yıldızel Saygılı, “Middle and high school mathematics teachers’ perspectives on the use of 3d diagrams in teaching geometry,” M.S. - Master of Science, Middle East Technical University, 2022.