A Research about Mathematical Visualization Perceptions of Mathematics Teacher Candidates in Terms of Some Variables

Aziz İlhan,Tayfun Tutak

doi:10.18009/jcer.821211

Abstract

This study was conducted to examine mathematical visualization perceptions of mathematics teacher candidates in terms of gender, grade level, and parental educational status. Survey model was used. The population of the research consisted of mathematics teacher candidates who studied at the faculty of education of a university in the east Anatolia part of Turkey in 2018-2019 spring semester. The sample of the study consisted of 231 mathematics teacher candidates (168 Female, 63 Male) chosen by simple random sampling method from this population. In the study, Mathematical Visualization Perception Scale was used for getting data. The data were analyzed using SPSS. The descriptive analysis, study variable; average, percentage, and standard deviation were used. In addition, unpaired t-test for analyzing variation about gender variable, ANOVA, and LSD tests were preferred for analyzing variation about grade level and parental education status. As a result of the study findings, it was determined that the level of mathematical visualization perceptions of mathematics teacher candidates was no significant difference in terms of gender, but it was a significant difference in terms of grade level. Furthermore, math visualization perception level significantly differed according to parental education status.

Highlights

Visuals are in every part of our life, affect our lifestyle, and their importance of solving daily problems in daily life is getting increasingly higher every day
After the difference between the mathematical visualization perception scores of mathematics teacher candidates was investigated by grade variable, analysis of variance (ANOVA) and LSD tests were used to determine whether there was a significant difference according to parental education status
The mathematical visualization perception mean scores of mathematics teacher candidates were statistically significant (F 2,229 = 2.53; p < 0.05). The differences between these groups were investigated by LSD test, mathematical visualization perception scores of mathematics teacher candidates whose parental education status is high school and non-illiterate and mathematical visualization perceptions of mathematics teacher candidates whose parental education status is primary school level were found to be significantly different in favor of those whose parental education status is high school

Summary

Introduction

Visuals are in every part of our life, affect our lifestyle, and their importance of solving daily problems in daily life is getting increasingly higher every day. This paves the way for the concept of visual perception in individuals, and as a result of using and applying this concept, the visualization perception concept emerges. According to Arcavi (2003), visualization is a product, ability, and process of creation.

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