Geometric Thinking Research Articles

Identificação de lacunas no processo de aprendizagem dos conteúdos de geometria no ensino médio pelo método de Van Hiele

Este artigo tem por objetivo classificar o nível de conhecimento sobre geometria euclidiana em relação ao modelo de Van Hiele. Percebe-se que os estudantes, em geral, não conseguem relacionar sistemas axiomáticos, apresentando assim dificuldades em sistematizar o pensamento geométrico, bem como estabelecer conexões gráficas entre a matemática e outras áreas do conhecimento. Dessa forma, a investigação, caracteriza-se por ser uma abordagem quali-quantitativo com uma base de dados coletados em escolas da rede pública estadual, com estudantes do terceiro ano do Ensino Médio, da cidade de Bagé/RS. Como procedimento metodológico, para a realização desta pesquisa, aplicou-se questionários com questões objetivas e discursivas direcionados a um grupo composto de 280 estudantes. Com base nos resultados, conclui-se que o material desenvolvido na investigação serviu de apoio aos professores em suas práticas pedagógicas que busquem contemplar e atender características dos níveis de pensamento geométrico.

Mind-Mapping Technique Implementation into English for Specific Purposes Training

The conducted research reveals the efficacy of a mind-mapping training technique within the English for Specific Purposes university course. The study aims at assessing the influence of mind maps on the students' motivation and language academic performance. To achieve the objective, it became relevant to study the step-by-step educational development of a university entrant, junior student and, then, a graduate as the result of practicing mind-mapping activities in classes. To accomplish the research tasks successfully it was necessary to apply the following methods: observation research, questioning, testing, output data calculating, modelling, foreseen data checking. The methods of statistical analysis, namely: data correlation, factor analysis, consequent implication, and content analysis were chosen. The three-stage experiment was fulfilled within the 2016–2018 academic years at the Faculty of Computer Sciences and Cybernetics (Taras Shevchenko National University of Kyiv, Ukraine) and encompassed three groups of participants namely, the university entrants, the students of the first and fourth years of study. The research results show foreign language academic proficiency enhancement. The data prove that the respondents from the experimental research groups (in contrast to the control groups' outcomes) considered mind-mapping activities interesting and engaging. Such a learning motivation boost is due to the participants' associative, spatial and geometric thinking ability activation. Further investigation correlating students' motivation and mind maps' content is needed to facilitate the English for Specific Purposes university training.

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media

İşitme Yetersizliği Olan Öğrencilerin van Hiele Geometrik Düşünme Düzeyleri

Hearing loss is undoubtedly affecting students' learning processes. It is important to identify the current learning situations of students with hearing impairment in order to design appropriate learning environments. Therefore, the purpose of this study is to determine how the hearing impaired students perceive geometry according to the van Hiele geometric thinking model which has an important place in geometry teaching. For this purpose, geometric thinking levels of middle school hearing impaired students are described. The model of this study is a cross-sectional survey. The sample of the study consisted of 126 students attending hearing impaired middle school in Ankara, Kirikkale, Nigde and Konya. The van Hiele geometric thinking levels test was used to determine the geometric thinking levels of hearing impaired students. Findings are presented by cross-table only by interpreting the frequencies and percentages. As a result of the research, 92 (73%) of 126 hearing impaired students were at the pre-recognition level, 31 (24.6%) at the visualization level and only 3 (2.4%) students were at the level of analysis. In the light of the findings, it was proposed to design the learning environments by using language and materials appropriate to their current learning situations in the process of teaching geometry to hearing impaired students.

Visualisation in geometry education as a tool for teaching with better understanding

In primary and secondary geometry education, some problems exist with pupils’ space thinking and understanding of geometric notions. Visualisation plays an important role in geometry education, and the development of pupils’ visualisation skills can support their spatial imagination. The authors present their own thoughts on the potential of including visualisation in geometry education, based on the analysis of the Hungarian National Core Curriculum and Slovak National Curriculum. Tasks for visualisation are also found in international studies, for example the Programme for International Student Assessment (PISA). Augmented reality (AR) and other information and communication technology (ICT) tools bring new possibilities to develop geometric thinking and space imagination, and they also support mathematics education with better understanding.
 Subject Classification: 97U10, 97G10

Geometry and measurement: specialized knowledge of future teachers within a pedagogical laboratory

Based on the need to train teachers for the teaching of school mathematics, it is proposed to carry out a pedagogical laboratory, which allows monitoring successful practices of teachers within the university in order to promote teaching and research processes within the courses. This document aims to analyze the teaching and learning practices of prospective teachers in a didactic course of geometric and metric thinking. In this way, under a qualitative research perspective, the development of the laboratory is analyzed as a process developed in five stages: identification of the population, study of documents, identification of the mathematical object, planning, implementation and reflection and systematization of the experience. This article contributes mainly to the representation of phenomena and proposal of models of physics and natural sciences. One of the main conclusions proposes training for the teaching of school mathematics with real experiences given by natural contexts where pedagogical practices are carried out. From these practices, the reflections made by the students reveal the contributions of adequate planning of the classes for the success in the development of this, in addition to the security that these practices generate when taking classes from non-own courses.

فاعلية وحدة فى الهندسة قائمة على نظرية التعلم المستند للدماغ لتنمية مستويات التفکير الهندسي لفان هايل لطلاب المرحلة الإعدادية

هدف البحث إلى: التعرف على مدى فاعلية وحدتي (المساحات والتشابه وعکس فيثاغورث وإقليدس) قائمتين على نظرية التعلم المستند للدماغ فى تنمية مستويات التفکير الهندسي عند فان هايل لدى تلاميذ الصف الثانى الإعدادى للعام الدراسى 2019/2020. ولتحقيق هدف البحث تم استخدام المنهج شبه التجريبي، وتکونت عينة البحث من مجموعة تجريبية عددها (30) تلميذا وتلميذة، ومجموعة ضابطة عددها (30) تلميذا وتلميذة من مدرسة الشهيد محمد الشاذلى التابعة لإدارة کفر الزيات التعليمية، ولجمع بيانات البحث تم إعداد بيانات ومواد البحث کما يلى: بطاقة تحليل لمحتوى وحدتي(المساحات والتشابه وعکس نظرية فيثاغورث ونظرية إقليدس)، بطاقة تحليل مضمون وحدتي(المساحات والتشابه وعکس نظرية فيثاغورث ونظرية إقليدس)، اختبار التفکير الهندسي قائم على مستويات فان هايل، دليل المعلم لوحدتى(المساحات والتشابه وعکس نظرية فيثاغورث ونظرية إقليدس)، کتاب التلميذ، وتوصل البحث إلى النتائج التالية: وجود فرق دال إحصائيا بين متوسطى درجات المجموعتين (التجريبية، والضابطة) فى التطبيق البعدى لإختبار التفکير الهندسي القائم على المستويات الأربعة الأولى من مستويات فان هايل (البصرى – التحليلى – الاستدلالى غير الشکلى – الاستدلالى الشکلى ) ککل وعند کل مستوى على حدة لصالح المجموعة التجريبية، وقد أثبت البحث أن الوحدتين القائمتين على نظرية التعلم المستند للدماغ على على درجة کبيرة من الفاعلية فى تنمية مستويات التفکير الهندسي عند فان هايل لدى تلاميذ الصف الثانى الإعدادى بوحدتى (المساحات والتشابه وعکس نظرية فيثاغورث ونظرية إقليدس).وفى ضوء ذلک وقدم البحث توصيات تتعلق بضرورة زيادة وعى أطراف عمليات تعليم وتعلم الرياضيات بمستويات التفکير الهندسي لفان هايل فى الهندسة بطرق متنوعة واقترحت بعض الدراسات المستقبلية المتعلقة بمتغيرات البحث الحالى وتطويرها. Abstract Of The Research The Research aimed to identify the effectiveness of the two units (areas and similarities and the opposite of Pythagoras and Euclid) based on the theory of brain-based learning in developingVan Hiele's Geometric Thinking Levels Among second-grade students of The Preparatory Stage Pupils' for the academic year 2019/2020. To achieve the goal of the research, the semi-experimental curriculum was used.The research sample consisted of an experimental group of (30) students, and a control group of (30) students from the Shaheed Muhammad al-Shazly preparatory School in Kafr al-Zayat center, gharbia governorate. To collect Research data, tools and materials were prepared as follows: - Card analysis of the content of units (areas, similarities, The opposite of the Pythagorean theorem and Euclid). - Card analysis of the content of units (areas, similarities, The opposite of the Pythagorean theorem and Euclid) according to Behavioral Objectives . - geometric thinking test based on first four Van Hiele's levels. - Teacher's guide for the areas, similarities, The opposite of the Pythagorean theorem and Euclid and activity booklets. The Research reached the following results: There is a statistically significant difference between the mean scores of the two groups (experimental, and control) in the post- application of the geometric thinking test based on the first four levels of Van Hile's levels (visual - analytical - Informal deduction - Formal deduction) as a whole and at each level separately in favor of the experimental group, The research has proven that the two units based on the theory of brain-based learning are highly effective in developing geometric thinking of Van Hiele's levels among second-grade preparatory school students. In light of this, the research made recommendations related to the necessity of increasing awareness of the parties to the processes of teaching and learning mathematics of the van hiele's geometric thinking levels in a variety of ways and suggested some future studies related to the variables of the current research and their development.

Analysis of student learning styles and geometry thinking skills: During the covid-19 pandemic

In social restrictions due to the current pandemic, there is a change in the learning system and changing learning styles. So it has the potential to affect mathematical abilities, especially geometry thinking skills. The problems are: 1)how the learning styles tendencies of students during the pandemic, 2)how the students ‘geometric thinking abilities viewed from the level of geometry according to van Hiele, 3)how the students’ geometric thinking abilities viewed from their learning styles, and 4)are their association of student learning styles with the level of geometry ability according to van Hiele. This research conducted at the University of Bina Bangsa in mathematics education, totaling 38 students. The method in this research is mixed methods. For quantitative data were analyzed using chi-square test and contingency test, while qualitative data were analyzed using flow models. The study found that during the covid-19 pandemic, the students tend to use auditory learning style and it is known that there is an association between student learning style and geometric ability level according to Van Hiele. Furthermore, it is known that the higher level of geometry ability of students, the higher indicators of ability to think geometry they have.

Exploring differences in primary students\u2019 geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing

BackgroundThis paper compares the effects of two classroom-based technology-enhanced teaching interventions, conducted in two schools in sixth (age 11–12) grade. In one school, the intervention involves the use of a class set of 3D Printing Pens, and in another school the use of dynamic geometry environments, for inquiry-based learning of the relations among the number of vertices, edges, and faces of prisms and pyramids. An instrument was designed as guided by the van Hiele model of geometric thinking and administered to the two groups in the form of pretests, posttests, and delayed posttests to assess students’ prior knowledge before the intervention started, the learning outcomes obtained immediately after intervention, and the retention of knowledge after the interventions had been completed for a sustained period of time. The purpose of this study is to explore differences in geometry learning outcomes in two technology-enhanced environments, one that involves dynamic, visual representations of geometry and another that involves embodied actions of constructing physical 3D solids.ResultsThe results show that students using dynamic geometry improved at a higher rate than those using 3D Pens. On the other hand, students with the aid of 3D Pens demonstrated better retention of the properties of 3D solids than their dynamic geometry counterparts. Namely, the posttest results show that the dynamic geometry environment (DGE) group generally outperformed the 3D Pen group across categories. The observed outperformance by the DGE group on “advanced” implies that the DGE technology had a stronger effect on higher levels of geometric learning. However, the results from the ANCOVA suggest that the retention effect was more significant with 3D Pens.ConclusionsThis study has established evidence that the DGE instructions produced strong but relatively temporary geometry learning outcomes, while 3D Pen instructions can help solidify that knowledge. The results of this study further shed light on the effect of visual and sensory-motor experiences on school mathematics learning and corroborate previous work showing that the effects of gesture are particularly good at promoting long-lasting learning.

Origami and GeoGebra Activities Contribute to Geometric Thinking in Second Graders

This article describes the beneficial effects of an intervention program, based on the computerized Origametria program and the GeoGebra environment, for acquiring geometric concepts in the second grade. Eighty-eight second-graders, from both Hebrew-speaking and Arabic-speaking schools, were instructed in groups by eighteen Hebrew and Arabic-speaking college students, respectively. The groups met for twenty-three 45-minute sessions throughout the schoolyear, undergoing different activities in Origametria and GeoGebra about the concepts of triangle, quadrilateral, square, rectangle, right angle and reflectional symmetry. The pupils’ geometric knowledge was compared pre and post intervention to that of twenty-nine pupils in the control group. Pre-intervention, the experimental group’s geometric knowledge was significantly lower than that of the control group and there were differences in knowledge between pupils from the Hebrew-speaking and Arabic-speaking school. Post-intervention, a considerable improvement was noted in the experimental group, to the point that group differences were no longer significant. Differences between Hebrew and Arabic-speakers in knowledge of most concepts were also eliminated. Due to the intervention program, the knowledge gap between low and high achieving pupils in the pre-intervention test was closed. Thus, all pupils were brought to a similar level of geometric knowledge. There were no gender differences pre or post-intervention.

Effects of VH-iSTEM Learning Strategy on Basic Secondary School Students' Degree of Acquisition of van Hiele Levels of Thinking in Sokoto State, Nigeria

Learning school geometry and development of geometric thinking skills required a careful selection of strategy, that provides collaborative learning behaviors, use of appropriate tasks, and materials. Thus, teaching and learning should be meaningful not just merely transmission and absorption. Hence opportunities should be given for students to experiment and discover learning experience by themselves. This study investigated the effect of instructional strategy (VH-iSTEM) designed to help in solving the problems of learning school geometry and develop students' geometric thinking skills. The strategy emphasized the learning of geometry based on the connections of the iSTEM (engineering design phase) with the van Hiele phase. A quasi-experimental, design was used in this study with a sample of 89 students divided into two experimental groups of 30 each (VH-iSTEM, and VH); and 29 students in the control group. Additionally, three students were randomly selected from each group for an interview. The qualitative results obtained revealed that the majority of the students at pre-interview were able to achieve complete acquisition of level one of thinking and that, six students achieve low acquisition of level two, with no acquisition of level three among three independent groups. Thus, after the intervention, only students in the VH-iSTEM learning strategy group achieved the complete acquisition of level one to level three of van Hiele levels. Two students achieved a lower acquisition of level three and that one student achieved the high acquisition of level two and level three in the VH group. No students achieved level three in the control group. This demonstrates that VH-iSTEM learning strategy can be applied in classroom instruction to help students achieve a higher level of geometric thinking.

Van Hiele’s Theory: Transforming And Gender Perspective of Student’s Geometrical Thinking

The purpose of this study was to identify the level of geometrical thinking of junior high school students in Bantul District using the Van Hiele test. The research approach was descriptive qualitative. The research subjects were students in grades VII and VIII in 4 junior high schools in Bantul district. The supporting instruments in this study were tests consisting of 25 multiple choice questions developed by Usiskin. Data were analyzed descriptively and qualitatively through several basic statistics. The results showed that there were 59.15% of students at the visualization level, 8.62% of students at the analysis level, and 1.42% of students at the informal deduction level. While the remaining 30.81% is in the previsualization category. In addition to the above categories, there were several students whose geometric thinking level was in the transition level category. The number of students who meet the criteria for the pre-analysis level and pre informal deduction level was 9.33% and 2.72% respectively. While viewed from a gender perspective. In general, Van Hiele’s geometrical thinking level of male and female respondents did not differ much but male respondents had the potential to increase their geometry thinking level more than female respondents.

The Investigation of Geometric Thinking Levels of Fifth Year Students Who Started to Primary School at Different Ages

In the 2012 2013 academic year, the age of starting elementary school was implemented as sixty months in the compulsory education system that lasts twelve years, and the students who started primary school at this age started middle school in the 2016 2017 academic year. Thus, many students in different age ranges had to be in the same classroom environment. The aim of this study is to reveal the mathematics achievement status of primary school students in 4 + 4 + 4 education system and the status of Van Hiele Geometry Thinking Levels under the age variable. Survey model was used as a research model. Participants of the study are 374 fifth grade students from a developed province of Central Black Sea Region, determined by simple sampling method definition depends on maximum diversity sample. Participants were divided into two groups: those who are under 72 months and those who are 72 months and over, considering the age of starting primary school. Van Hiele geometry test and mathematics achievement test were used to collect the data. Independent samples t test and correlation tests were used in the analysis of the data collected. It was determined that there was a moderate, positive and significant relationship between the Van Hiele Geometry Levels and the math achievement scores of the students participating in the study, and the age of the students affected the relationship between the Van Hiele Geometry Levels and the math achievement scores. In the study, it was also determined that the average scores of Van Hiele Geometry Thinking Test and mathematics achievement test scores of older age students were significantly higher than the young age group. Keywords: 4 + 4 + 4 education system, Van Hiele geometry thinking Levels, mathematics achievement, 5th grade, age DOI: 10.7176/JSTR/6-09-06

Geometry learning in vocational high school: Investigating the students’ difficulties and levels of thinking

Student’s difficulties and low-level thinking in geometry topic is not a new problem in mathematics education. It is portrayed on student’s low achievement both on national and international tests. Van Hiele’s model has been used as a useful framework to justify student’s difficulties as well as their level of thinking in geometry. Therefore, the aim of this study to investigate student’s difficulties and level of thinking using Van Hiele’s theory. Participants in this study were 12th grades vocational high school students. This study is descriptive qualitative research with a phenomenology approach. Data has been collected through a test and interviews. Further, the obtained data were analyzed by looking for a specific theme, then, the researcher found the inter-theme relationship in order to gain a proper understanding of student’s difficulties in geometry and level of student’s geometrical thinking. Based on data analysis, there are some difficulties faced by the student such as, unable to properly identify the geometry shapes based on their formal definition, lack of visualization ability, failed to understand specific terms or symbols of geometry, insufficiency in providing proper reasoning related relationship within geometric shapes. Moreover, it can be concluded that most of the students are on Level 1 of geometry thinking.

Pencapaian Kemampuan Berpikir Geometri Tingkat Rendah Siswa: Analisis Berdasarkan Tipe Pembelajaran Kooperatif

Two important elements in the learning process at school are how students' understanding and learning activities are. On the other hand, most students only memorize algorithmic formulas without understanding the concept in depth. As a result, students' thinking abilities at low levels become dominant in learning operations. This study was conducted with the aim of analyzing the achievement of students' low-level geometry thinking skills between the learning group of think pair share (TPS) and the two stay to stray (TSTS). This quantitative study was conducted on students in one of the junior high schools in the East Jakarta area. Data were obtained using instruments developed based on three initial levels of geometrical thinking according to van Hiele's theory. Data were analyzed with parametric statistics. The results of the data analysis concluded that there were differences in the achievement of the ability to think of low-level geometry students in the TPS and TSTS learning groups. Based on descriptive statistics, the average achievement of TPS group students is more than TSTS. According to the results of this study, learning the geometry of the triangle concept for junior high school students is suggested by learning TPS. There are indications based on the distribution of data that the level of thinking of students in geometry is mostly at the level of analysis.

Improving Geometry Thinking Ability through Augmented Reality Based Learning Media

This study aims to improve students' geometrical thinking skills through the media of Augmented Reality learning. Augmented Reality learning media is a learning medium that combines a real object with a virtual object that has a 3-dimensional (3D) shape and is designed to resemble the actual environment that aims to provide any information to its users with an interesting, interactive, and real-time delivery. This study is a quasi-experimental or quasi-experimental study with the design used by researchers, namely the nonequivalent control group design. The population in this study were 202 students of class V SDN Cireundeu 01. The sample of this research was 52 students consisting of 26 experimental class students and 26 control class students who were determined through a purposive sampling technique. The instrument used in this study was in the form of a geometric thinking ability test. Data analysis of students' geometry thinking skills was done by t-test using SPSS 16. The results of the analysis showed that the thinking ability of students in geometry taught using Augmented Reality learning media was higher than students who were taught using concrete media. Therefore the results of this study indicate that mathematics learning by using Augmented Reality learning media has a significant role in increasing students' geometrical thinking abilities

PROCESS ORIENTED GUIDED INQUIRY LEARNING, PEMBELAJARAN VAN HIELE, DAN KETERKAITANNYA

This research is a descriptive research. The purpose of this research was to analyze the relationship between POGIL model and van Hiele learning in an effort to increase the level of students' geometrical thinking. This research was implemented in one of junior high school in Bandung. The population in this research was grade VII students. The sample consisted of 63 students. Data level of students' geometrical thinking obtained through test techniques. Test questions are arranged based on indicators from each level. The data collection technique was carried out using the triangulation method. The data analysis technique was descriptive. Steps in this research are identifying the problem, reviewing the literature, arranging the instrument, collecting the data, analyzing the data and making the conclussion. This research shows the relation betwenen POGIL model and van Hiele Learning. They are (1) engage dan elicit steps in POGIL discribes inquiry step in van Hiele learning, (2) explore step discribes direct orientation step, (3) explanation step discribes explication step, (4) elaborate & extend steps discribes orientation step, (4) evaluation step discribes integration step.

FROM EUCLID TO THE AGE OF THE IMAGE

This paper attempts to give an interpretation of the importance of the role of geometry and in particular the courses of perspective in the formation of the perception of space, in the architectural education. A role that seems to focus both on understanding methods of handling space and its objects, as well as on redefining the real-imaginary relationship; physical – virtual, collective - subjective. This inquiry begins with the axioms of Euclid's Optics, from the period of Girard Desargues to the modern era, placing three different phases in the evolution of the formation of the perception of space, through the sense of vision. In the last part of the work, an application of perspective image remodeling is presented, through mirrors that are placed in an existing space. (fig.1) Geometry plays a dual role in the educational process of architects. On the one hand it aims to interpret the association between the different elements of space by frequently questioning established stimulus-response relations. The pattern of geometric thinking starts with observation and through analysis and questioning - which is a stage defined by its intense illusory nature; it ends up formulating rules and eventually leads to new interpretations of disciplines and relationships that are already known.

استخدام تطبیقات الآیباد (iPad) وفاعلیتها فی تنمیة المفاهیم الهندسیة لدى تلمیذات المرحلة الابتدائیة بالمملکة العربیة السعودیة

المستخلص: هدف البحث إلى التعرف على فاعلية استخدام تطبيقات الآيباد (iPad) في تنمية المفاهيم الهندسية ومهارات التفکير البصري لدى تلميذات المرحلة الابتدائية بالمملکة العربية السعودية ، ولتحقيق هذا الهدف استخدمت الباحثة المنهج التجريبي ذو التصميم شبه التجريبي ، حيث قامت الباحثة بتطبيق مواد وأدوات البحث المکونة من دليل المعلمة لاستخدام تطبيقات الآيباد (iPad) على الوحدة المختارة من کتاب التلميذة لمادة الرياضيات للصف الرابع الابتدائي وبناء الاختبار التحصيلي للمفاهيم الهندسية ومهارات التفکير البصري وتطبيقه على عينة البحث المکونة من (60) تلميذة، مقسمة إلى مجموعتين، إحداهما تجريبية عددها (30) تلميذة درست الوحدة باستخدام تطبيقات الآيباد ، والأخرى مجموعة ضابطة عددها (30) تلميذة درست نفس الوحدة بالطريقة التقليدية في التعليم، وقد أظهرت النتائج وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0.05≥α) بين متوسطي درجات تلميذات المجموعة الضابطة والمجموعة التجريبية في القياس البعدي للاختبار المفاهيم الهندسية ککل لصالح تلميذات المجموعة التجريبية، وأيضا في القياس البعدي للاختبار مهارات التفکير البصري ککل لصالح تلميذات المجموعة التجريبية، وفي ضوء نتائج البحث أوصت الباحثة بعدة توصيات؛ من أهمها توفير أجهزة الآيباد في المدارس للمعلمات؛ من أجل تحسين ممارسات التدريس بالمرحلة الابتدائية والابتعاد عن الطرق التقليدية، وعمل دورات تدريبية وورش عمل بشکل مکثف للمعلمات؛ لتدريبهن على استخدام تطبيقات الآيباد في التعليم. Abstract The research aimed to identify the he effectiveness of using the iPad applications in developing geometrical concepts and visual thinking skills among primary school pupils in the Kingdom of Saudi Arabia. To achieve this goal, the researcher used the experimental approach with semi-experimental design, where the researcher applied the research materials and tools consisting of the teacher’s guide to using the iPad applications on the unit selected from the student’s book for mathematics for the fourth grade of primary school, building the achievement test of engineering concepts and visual thinking skills applying it to the research sample consisting of (60) students divided into two groups, the experimental that contained (30) where they have studied the unit using the iPad, and the other one is the control which contained of another (30) students in which they have studied the unit conventionally. Results showed that there are statistical significance variation at significance level of (α≤0.05) between the mean scores of female pupils of the control group and the experimental group in the post-measurement for testing of engineering concepts in favor of the experimental group pupils, and also in the post-measurement of visual thinking skills to the favor or experimental group pupils. In light of the research results, the researcher concluded some recommendations; among of which is to provide iPads in schools for female teachers; as to improve the primary schools teaching practices and avoid the conventional methods, conduct intensive training courses and workshops for teachers to orient them in using the iPad applications in education.

7.Sınıf Öğrencilerinin Uzamsal Yetenekleri ile Zihnin Geometrik Alışkanlıkları Arasındaki İlişki

The aim of this study is to determine the relationship between the geometric habits of mind and spatial relations which is one of the spatial visualization abilities of 7th grade students. The sample of the research designed in the relational model is composed of 98 students randomly selected among 7th grade students studying in a state secondary school. “Spatial Relations Test” and “Fostering Geometric Thinking Test” are used as data collection tool in the research. In order to analysis the data, simple linear correlation analysis and simple regression analysis were performed in SPSS 20.00 statistical program. As a result of the data analysis, it was found that the average points for geometric habits of mind and the points attained out of the spatial relations test were on an average level. A positive low-level relationship was reached between the geometric habits of mind and the spatial relations. The findings that there is a positively significant correlation between the spatial relations and geometric habits of mind, and mathematics achievement; and that the spatial relations predict the geometric habits of mind at a certain level were obtained. Suggestions were made in line with the findings