Ortaöğretim Matematik Öğretmen Adaylarının Geometrik Kanıtlarının Solo Taksonomisine Göre İncelenmesi

Abstract

In this study, the levels of secondary school pre-service mathematics teachers’ geometric proofs are investigated according to the SOLO taxonomy. This qualitative study is designed as a case study. The participants of the study are 7 pre-service teachers who are attending the mathematics teaching department of a state university in Ankara. Pre-service teachers are studying their 2nd year and have completed the Euclidean Geometry course with different degrees. Data were collected through geometric proof form and individual interviews. First, geometric proof form which is prepared by the researcher was applied to the participants and then individual interviews were conducted and these interviews were audio recorded. Descriptive analysis was used in the analysis of the data and the answers of the pre-service teachers were investigated according to SOLO taxonomy. In order to ensure the coding reliability of the data, the consistency of the coding made by two different experts was checked. As a result of the research, the proofs of pre-service teachers who can establish more relationships between the information through the proving process and justify their arguments were evaluated at a higher level of SOLO taxonomy. It was observed that pre-service teachers whose answers were evaluated at lower levels of SOLO taxonomy could not provide data supporting their writing, could not prove correctly, had a lack of knowledge about the subject, and proved the theorems for special cases. Pre-service teachers’ answers for different theorems were at different levels of SOLO taxonomy. Therefore, the mean of SOLO scores were determined and compared with Van Hiele thinking levels. It was observed that, the mean of SOLO levels of pre-service teachers who had the same Van Hiele geometric thinking level are different. Therefore, it was determined that Van Hiele geometric thinking levels and SOLO taxonomy levels were not parallel to each other.