Explanations of prospective middle school mathematics teachers for potential misconceptions on the concept of symmetry

Tuğba Baran Kaya,Mihriban Hacisalihoğlu Karadeniz

doi:10.26822/iejee.2017131888

Abstract

This study is an explanatory study, which follows a qualitative methodology and aims to reveal the explanations of prospective mathematics teachers for the potential misconceptions of secondary school students in relation to the concept of symmetry and the correction of such misconceptions. The study group consisted of a total of 26 prospective middle school mathematics teachers, who were senior students. The data of the study were obtained from the open-ended test prepared by the researchers. Following the data analysis, it was found out that the majority of the participants failed to identify the mistakes of students and suggested the ways to “letter the corners of the shape and measure the distance based on the axis of symmetry” in order to correct these mistakes. Moreover, the study notably observed that the participants adopted practical solutions such as the use of a mirror, paper folding, and the use of unit squares more in teaching the concept of symmetry. It may be stated that the prospective teachers, in this way, overlooked the development of conceptual knowledge in students.

Highlights

The importance of conceptual knowledge in mathematics has been acknowledged
This study is an exploratory study with a qualitative method, which examines the explanations of prospective middle school mathematics teachers for the concept of symmetry and other relevant conceptual and pedagogical reflections
Considering the prospective teachers with similar opinions, they were partially able to explain the mistake. These prospective teachers could not acknowledge that the axis of the symmetry was considered to be the vertical axis, but its angle was different from the right angle

Summary

Introduction

The importance of conceptual knowledge in mathematics has been acknowledged. Conceptual knowledge is a type of knowledge based on comprehension including the skills such as symbolizing mathematical concepts, presenting them in a different form, establishing relationships between them and performing mathematical operations in relation to them (Birgün & Gürbüz, 2009). As long as the meaning of the concept is understood, conceptual knowledge is developed A single concept does not mean anything on its own in mathematics. If the concept to be learned is associated with other mathematical concepts, such concept makes sense and conceptual learning is achieved in the mind of an individual (Baki, 2006). In case that the concepts could not be accurately developed in one’s mind, they may have misconceptions or difficulties with the concepts

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