Abstract:
Öz:
In this study, the relationship between the pre-service mathematics teachers’ reasoning skills on geometric shapes and geometry performances were investigated. The participants of the study consisted of 384 pre-service mathematics teachers, 252 females, 132 males who studied at the faculties of education of two universities in Eastern and Southeastern Anatolia in the fall semester of 2016-2017 academic year. In the study, due to the limitations in terms of time and labor conditions, appropriate sampling method was preferred when determining the sample. In the section where the applications of the study were done, relational survey model was used. The data of the study were collected by reasoning skills on geometric shapes test and geometry performance test developed by the researchers. The data were analyzed using descriptive statistics, t-test, ANOVA test, Cohen’s f, Cohen’s d effect size values, correlation analysis and regression analysis. In the study, when the reasoning skills on geometric shapes and geometry performance data were compared according to gender variable, it was found that the average of men was higher than women. In addition, when the geometry performance scores are examined, it is seen that the third grade has the highest average, while reasoning skills on geometric shapes scores have the highest average in the second grade. When the scale and test scores of preservice mathematics teachers were examined according to gender variable, it was found that reasoning skills on geometric shapes ability and geometry performance scores did not show a significant difference between them. As a result of ANOVA test, it was found that the differences between the classes were significant reasoning skills on geometric shapes ability and geometry performance. The calculated Cohen’s effect size values showed that the differences between the classes were low. When this difference was investigated between the classes, it was found that there was a significant difference between some classes. When the Cohen’s effect size values of these differences are examined, it is seen that there are low significant effects between the classes. When the correlation values between the variables were examined, a high-level relationship was found between the reasoning skills on geometric shapes ability and the geometry performance. In addition, it was found that reasoning skills on geometric shapes ability is a significant predictor of geometry performance. As a result of the findings obtained in the study, suggestions were made about the use of the concepts of reasoning skills on geometric shapes and geometry performance in academic field and mathematics teaching.
