Fostering students’ definitions and images in parallelism and perpendicularity: A paper folding activity


ÇATMAN AKSOY E., IŞIKSAL BOSTAN M.

European Journal of Science and Mathematics Education, vol.12, no.2, pp.236-257, 2024 (Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 12 Issue: 2
  • Publication Date: 2024
  • Doi Number: 10.30935/scimath/14360
  • Journal Name: European Journal of Science and Mathematics Education
  • Journal Indexes: Scopus, ERIC (Education Resources Information Center)
  • Page Numbers: pp.236-257
  • Keywords: concept definition, concept image, paper folding, parallelism, perpendicularity
  • Middle East Technical University Affiliated: Yes

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-/post-test 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.