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Concept Images of Trapezoid: Some Cases from Turkey

Received: 21 April 2014    Accepted: 9 May 2014    Published: 20 May 2014
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Abstract

The objective of this study was to determine the concept images of individuals regarding trapezoid. In order to attain this objective, this research was designed based on qualitative approach. A total of 156 students attending 5th through 8th grade middle school and 36 middle school Mathematics teacher candidates from Turkey were chosen as participants in the study. Definitions and drawings of trapezoids were asked of the participants and their responses were used to analyze their concept images. The study was conducted using semi-structured interview technique. Data were analysed through content analysis. Results were presented both in the form of frequency and actual participants’ statements. According to data obtained from the participants, many of the definitions acquired were personal rather than formal. It was also determined that individuals used non-critical properties in non-formal and incorrect definitions and that they created some misconceptions by making excessive generalizations. Based on the data, some participants developed the concept image indicating that the sides and angles should be completely different. As a result, conceptual levels of the trapezoid within the framework of the obtained concept images were determined.

Published in Education Journal (Volume 3, Issue 3)
DOI 10.11648/j.edu.20140303.19
Page(s) 179-185
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Concept Image, Trapezoid, Mathematics Learning

References
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[13] Okazaki, M. & Fujita, T. (2007). Prototype phenomena and common cognitive paths in the understanding of the ınclusion relations between quadrilaterals in Japan and Scotland. In H. Woo, K. Park & D. Seo (Eds.), Proceedings of The 31st Conference of the Internatıonal Group for the Psychology of Mathematics Education. 4: 41–48.
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[16] Türnüklü, E., Akkaş, E.N. & Alaylı, F.G. (2013). Mathematics teachers’ perceptions of quadrilaterals and understanding the inclusion relations. In B.Ubuz, Ç.Haser & M.A.Mariotti (Eds.), Proceedings of 8th Congress of the European Society for Research in Mathematics Education Antalya, Türkiye, 6-10 February: 705–714.
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    Elif Türnüklü. (2014). Concept Images of Trapezoid: Some Cases from Turkey. Education Journal, 3(3), 179-185. https://doi.org/10.11648/j.edu.20140303.19

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    Elif Türnüklü. Concept Images of Trapezoid: Some Cases from Turkey. Educ. J. 2014, 3(3), 179-185. doi: 10.11648/j.edu.20140303.19

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    Elif Türnüklü. Concept Images of Trapezoid: Some Cases from Turkey. Educ J. 2014;3(3):179-185. doi: 10.11648/j.edu.20140303.19

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  • @article{10.11648/j.edu.20140303.19,
      author = {Elif Türnüklü},
      title = {Concept Images of Trapezoid: Some Cases from Turkey},
      journal = {Education Journal},
      volume = {3},
      number = {3},
      pages = {179-185},
      doi = {10.11648/j.edu.20140303.19},
      url = {https://doi.org/10.11648/j.edu.20140303.19},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20140303.19},
      abstract = {The objective of this study was to determine the concept images of individuals regarding trapezoid. In order to attain this objective, this research was designed based on qualitative approach. A total of 156 students attending 5th through 8th grade middle school and 36 middle school Mathematics teacher candidates from Turkey were chosen as participants in the study. Definitions and drawings of trapezoids were asked of the participants and their responses were used to analyze their concept images. The study was conducted using semi-structured interview technique. Data were analysed through content analysis. Results were presented both in the form of frequency and actual participants’ statements. According to data obtained from the participants, many of the definitions acquired were personal rather than formal. It was also determined that individuals used non-critical properties in non-formal and incorrect definitions and that they created some misconceptions by making excessive generalizations. Based on the data, some participants developed the concept image indicating that the sides and angles should be completely different. As a result, conceptual levels of the trapezoid within the framework of the obtained concept images were determined.},
     year = {2014}
    }
    

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  • TY  - JOUR
    T1  - Concept Images of Trapezoid: Some Cases from Turkey
    AU  - Elif Türnüklü
    Y1  - 2014/05/20
    PY  - 2014
    N1  - https://doi.org/10.11648/j.edu.20140303.19
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    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 179
    EP  - 185
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20140303.19
    AB  - The objective of this study was to determine the concept images of individuals regarding trapezoid. In order to attain this objective, this research was designed based on qualitative approach. A total of 156 students attending 5th through 8th grade middle school and 36 middle school Mathematics teacher candidates from Turkey were chosen as participants in the study. Definitions and drawings of trapezoids were asked of the participants and their responses were used to analyze their concept images. The study was conducted using semi-structured interview technique. Data were analysed through content analysis. Results were presented both in the form of frequency and actual participants’ statements. According to data obtained from the participants, many of the definitions acquired were personal rather than formal. It was also determined that individuals used non-critical properties in non-formal and incorrect definitions and that they created some misconceptions by making excessive generalizations. Based on the data, some participants developed the concept image indicating that the sides and angles should be completely different. As a result, conceptual levels of the trapezoid within the framework of the obtained concept images were determined.
    VL  - 3
    IS  - 3
    ER  - 

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Author Information
  • Department of Mathematics Education, Education Faculty, Dokuz Eylül University, Izmir, Turkey

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