Examining Transformation Geometry Concept Definitions of Pre-Service Mathematics Teachers

Abstract

In this study, the knowledge of mathematics teacher candidates on the definitions about translation, reflection, and rotation transformations are investigated. The participants of the study in the descriptive survey model consist of 102 teacher candidates who have training in elementary mathematics teaching program. The data were collected by means of open_x0002_ended questions, and examined according to accuracy, existence, hierarchical concept structure and equivalence among the criteria required to be a definition. It has observed from the findings regarding the category of accuracy that teacher candidates generally defined necessary and not sufficient in translation, partially sufficient and unnecessary in reflection, and necessary and not sufficient in rotation. The explanations made by the participants are generally composed of informal expressions. Such explanations of the participants, who will be able to communicate these concepts as teachers in the future, can make concepts such as translation, reflection and rotation more difficult for students. In this respect, it is recommended that in the training for teacher candidates; practices should be included in order to provide them with conceptual information about these concepts.