Fostering Students' Definitions and Images in Parallelism and Perpendicularity: A Paper Folding Activity
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| Title: | Fostering Students' Definitions and Images in Parallelism and Perpendicularity: A Paper Folding Activity |
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| Language: | English |
| Authors: | Emine Catman-Aksoy (ORCID |
| Source: | European Journal of Science and Mathematics Education. 2024 12(2):236-257. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades |
| Descriptors: | Geometric Concepts, Paper (Material), Middle School Students, Foreign Countries, Middle School Mathematics, Manipulative Materials, Grade 6, Definitions, Cognitive Structures |
| Geographic Terms: | Turkey (Ankara) |
| ISSN: | 2301-251X |
| Abstract: | This study investigated the effect of a paper folding activity prepared to develop the sixth-grade students' concept definitions and images of parallelism and perpendicularity concepts. The study also examined how the concept definition and images changed after the paper folding activity. A combination of quantitative and qualitative methods was used. A one-group pre-/posttest design revealed that the paper folding activity had a significant positive effect on students' concept definitions and images. In addition, the interviews after pre- and post-tests indicated that the students' personal concept definitions of parallelism and perpendicularity of two lines/line segments began to match the formal concept definitions of these concepts after the paper folding activity. Lastly, missing and mis-in concept image situations, encountered generally in the pre-test, were observed less after the paper folding activity. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1421223 |
| Database: | ERIC |
| Abstract: | This study investigated the effect of a paper folding activity prepared to develop the sixth-grade students' concept definitions and images of parallelism and perpendicularity concepts. The study also examined how the concept definition and images changed after the paper folding activity. A combination of quantitative and qualitative methods was used. A one-group pre-/posttest design revealed that the paper folding activity had a significant positive effect on students' concept definitions and images. In addition, the interviews after pre- and post-tests indicated that the students' personal concept definitions of parallelism and perpendicularity of two lines/line segments began to match the formal concept definitions of these concepts after the paper folding activity. Lastly, missing and mis-in concept image situations, encountered generally in the pre-test, were observed less after the paper folding activity. |
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| ISSN: | 2301-251X |
