What is the Predictive Power of Visual Mathematics Literacy Perception and Its Sub-dimensions for Geometry Success?

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dc.authorid/0000-0001-7049-5756
dc.contributor.authorIlhan, Aziz
dc.contributor.authorTutak, Tayfun
dc.contributor.authorCelik, Halil Coskun
dc.date.accessioned2024-12-24T19:30:02Z
dc.date.available2024-12-24T19:30:02Z
dc.date.issued2019
dc.departmentSiirt Üniversitesi
dc.description.abstractPurpose: In this study, it was aimed to examine the relationship between the visual mathematics literacy perceptions and its sub-dimension for geometry success levels of prospective teachers. It was also aimed to examine to what extent visual mathematics literacy perception and its sub-dimensions predicted geometry success. Research Methods: This study was designed in accordance with a qualitative, scanning model. The research was carried out with 232 (97 males and 135 females) prospective teachers who studied in Mathematics Education Program at Firat University, Education Faculty, and were selected by simple random sampling method. Visual Mathematics Literacy Perception Scale and Geometry Success Literacy Perception Scale and Geometry Success Test were employed in this study as data collection tools. Correlation analysis and multiple regression analysis were used for analyzing the data. Findings: After the data were analyzed, it was determined that there was a positive relationship between the visual mathematics literacy perception and geometry success of prospective teachers. It was also determined that visual mathematics literacy perception is a meaningful predictor of geometry success. Implications for research and practice: Providing trainings on these concepts in the direction of the results, to investigate the concept of perception on other learning areas of mathematics and conducting experimental studies on the perception of visual mathematics literacy are suggested. (C) 2019 Ani Publishing Ltd. All rights reserved
dc.identifier.doi10.14689/ejer.2019.80.1
dc.identifier.endpage23
dc.identifier.issn1302-597X
dc.identifier.issn2528-8911
dc.identifier.issue80
dc.identifier.scopus2-s2.0-85065550296
dc.identifier.scopusqualityQ3
dc.identifier.startpage1
dc.identifier.trdizinid296195
dc.identifier.urihttps://doi.org/10.14689/ejer.2019.80.1
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/296195
dc.identifier.urihttps://hdl.handle.net/20.500.12604/7346
dc.identifier.wosWOS:000463182000001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherAni Yayincilik
dc.relation.ispartofEurasian Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectvisual mathematics literacy
dc.subjectmathematics literacy
dc.subjectgeometry success
dc.subjectmathematics education
dc.subjectteacher candidates
dc.titleWhat is the Predictive Power of Visual Mathematics Literacy Perception and Its Sub-dimensions for Geometry Success?
dc.title.alternativeGörsel Matematik Okuryazarlığı Alt Boyutlarının Geometri Başarısını Yordama Gücü Nedir?
dc.typeArticle

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