Mathematics teacher candidates’ approaches to using topology in geometry
| dc.authorid | 0000-0001-6839-6847 | en_US |
| dc.contributor.author | Aksu, Zeki | |
| dc.contributor.author | Gedik, Solmaz Damla | |
| dc.contributor.author | Konyalıoglu, Alper Cihan | |
| dc.date.accessioned | 2021-04-19T07:46:18Z | |
| dc.date.available | 2021-04-19T07:46:18Z | |
| dc.date.issued | 2021 | |
| dc.department | AÇÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü | en_US |
| dc.description.abstract | When we look at the theoretical relationships between the three types of geometry, we find that the most primitive type is topology and that both Euclidean and projective geometry are derived from this earlier type. Therefore, Piaget described the first stage or level of understanding geometry as topological understanding. In this study, the geometric thinking conditions of mathematics teacher candidates were examined and what they think about the topology course was determined by surveying their opinions about the undergraduate courses. The participants of the study consisted of 36 teacher candidates studying in the Mathematics Department of the Faculty of Science attached to a university in Turkey. The findings of the study revealed that none of the teacher candidates used topological thinking to solve the questions in the data collection instrument. Those candidates who considered topology as an abstract course did not associate topology with geometry. A thorough understanding of the meaning of topology and topological thought is an advantage to young children as well as college-age students; improving mathematics curricula on this topic, particularly at the graduate level, will ensure that all future teachers are appropriately trained for their future responsibility of educating others. We believe that it is necessary to give Topology and topological thought the place they deserve in the educational process. | |
| dc.identifier.citation | Aksu, Z., Gedik, S. D., & Konyalıoglu, A. C. (2021). Mathematics teacher candidates’ approaches to using topology in geometry. School Science and Mathematics. | en_US |
| dc.identifier.doi | 10.1111/ssm.12464 | |
| dc.identifier.scopusquality | Q1 | |
| dc.identifier.uri | https://hdl.handle.net/11494/3125 | |
| dc.identifier.volume | Article in pres | en_US |
| dc.identifier.wosquality | N/A | |
| dc.indekslendigikaynak | Web of Science | |
| dc.indekslendigikaynak | Scopus | |
| dc.institutionauthor | Aksu, Zeki | |
| dc.language.iso | en | en_US |
| dc.publisher | John Wiley and Sons Inc. | en_US |
| dc.relation.ec | https://doi.org/10.1111/ssm.12464 | |
| dc.relation.ispartof | School Science and Mathematics | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
| dc.rights | info:eu-repo/semantics/closedAccess | en_US |
| dc.subject | Euclidean geometry | en_US |
| dc.subject | Teacher candidate | en_US |
| dc.subject | Topology | en_US |
| dc.subject | Topological geometry | en_US |
| dc.title | Mathematics teacher candidates’ approaches to using topology in geometry | en_US |
| dc.type | Article |
