İlköğretim Matematik Öğretmen Adaylarının Geometrik Düşünme Düzeyleri ve Geometrik Görevleri Çözme Başarıları

Various scholarly investigations indicate that the level of comprehension attained by undergraduate scholars is significantly influenced by the knowledge base of their educators. In this manuscript, we concentrate on the cognitive processes associated with geometric reasoning and the methodologies for resolving geometric problems through an examination of prospective educators in primary education. The research sample consisted of 61 prospective primary school mathematics teachers. To assess the geometric reasoning capabilities of these prospective educators, the van Hiele geometric assessment was employed. A total of five geometric multi-item tasks were presented, and the students' responses to these challenges were subjected to quantitative analysis. The principal objective was to scrutinize the students' misconceptions encountered during task completion and to juxtapose and elucidate the interrelations between their responses and their attained level of geometric reasoning. A statistical implicative analysis was conducted for this evaluation. The Pearson correlation coefficient between the geometric tasks and the Van Hiele Geometric Thinking assessment was found to be r = 0.471, with a significance level of p = 0.000. In this framework, it is evident that there exists a positive, significant, and moderate correlation between the test scores of the geometric task questions and the scores from the Van Hiele Geometric Thinking assessment among the prospective primary school mathematics educators. Furthermore, the interconnections between the resolutions of the five geometric tasks and the attained level of geometric reasoning were also elucidated. Keywords: Word, word, word prospective primary school mathematics educators. Furthermore, the interconnections between the resolutions of the five geometric tasks and the attained level of geometric reasoning were also elucidated mathematics educators. Furthermore, the interconnections between the resolutions of the five geometric tasks and the attained level of geometric reasoning were also elucidated.