An Analysis of the Transformation Geometry of the Primary School Mathematics Curriculum According to Levels

Abstract

In this study, it is aimed to examine the Primary Mathematics Curriculum (1-8th grade) according to the transformation geometry levels. In this context, the transformation geometry in primary and secondary school levels or the acquisitions related to this subject were determined. Then, the acquisitions were examined by considering the transformation geometry thinking levels defined by Soon. It has been researched that the achievements in the curriculum are related to which level and whether this level provides the qualifications. As a method, document analysis was carried out. In the research, it was determined that some gains were given in a way that was not very suitable for the hierarchical structure of the Transformation Geometry Levels. The program is examined, it is seen that the most striking shortcomings are that there is no gain at any level regarding the rotational transformation. The fact that there is no rotational transformation outcome in the mathematics curriculum at any level can be a challenging situation for the student in future learning.