Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction

Feyza KURBAN,
H. Bahadır YANIK
Eğitimde Nitel Araştırmalar Dergisi
25 1
Yıl: 2022 Cilt: 0 Sayı: 31 Sayfa Aralığı: 56 - 84 Metin Dili: İngilizce DOI: 10.14689/enad.31.1603 İndeks Tarihi: 23-09-2022

Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction

Öz:
Spatial skills, including mental rotation, are necessary to understand, comprehend, explore and learn mathematics, but research in mathematics education points out insufficient spatial skills of pre-service mathematics teachers. In this study, the effectiveness of the instruction, designed by taking Cognitive Load Theory (CLT) as the reference frame and executed in the Dynamic Geometry Learning Environment (DGLE), was investigated. The study sample was four pre-service mathematics teachers determined by the purposeful sampling technique. Individual teaching experiment, executed in three steps (pre-evaluation— teaching sessions/instruction— post-evaluation), was used as the method. The collected quantitative and qualitative data were analyzed through content analysis. Findings showed that participants' mental rotation skills were basic or below, before the instruction. They had low mental imagery skills, inadequacies in mathematics language use, and misconceptions about rotation and its components. After the instruction, their mental rotation skills, compassing the mental rotation performance, mental imagery skills, mathematical language use, and concept schemes about rotation and its components, developed. It is recommended that cognitive loads be considered while designing instruction executed in a DGLE.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Akbulut, Y. (2014). Bilissel yük kuramı ve coklu ortam tasarımı [Cognitive load theory and multimedia design]. In O. O. Dursun & F. H. Odabası (Eds.). Coklu Ortam Tasarımı [Multimedia design] (pp. 37-55). Pegem Akademi Yayınları.
  • Berelson, B. (1952). Content analysis in communication research. Hafner Publishing Company.
  • Bruce, C. D. & Hawes, Z. (2015). The role of 2D and 3D mental rotation in mathematics for young children: What is it? Why does it matter? And what can we do about it? International Journal on Mathematics Education, 47, 331-343. https://doi.org/10.1007/s11858-014-0637-4
  • Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press. Centre for Education Statistics and Evaluation [CESE]. (2017). Cognitive load theory: Research that teachers really need to understand. https://www.cese.nsw.gov.au//images/stories/PDF/cognitive-load-theory VR_AA3.pdf
  • Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332. https://ro.uow.edu.au/edupapers/128
  • Cherney, I. D. (2008). Mom, let me play more computer games: They improve my mental rotation skills. Sex Roles, 59(11), 776-786. https://doi.org/10.1007/s11199-008-9498-z
  • Cobb, P. & Steffe, L.P. (1983). The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education, 14(2), 83-94.https://doi.org/10.2307/748576
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
  • De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38, 105-134. https://doi.org/10.1007/s11251-009-9110-0
  • D’Oliveira, T. C. (2004). Dynamic spatial ability: An exploratory analysis and a confirmatory study. The International Journal of Aviation Psychology, 14(1), 19-38. https://doi.org/10.1207/s15327108ijap1401_2
  • Epler-Ruths, C. M., McDonald, S., Pallant, A. & Lee, H. S. (2020). Focus on the novice: evidence of spatial skills’ effect on middle school learning from a computer simulation. Cognitive Research: Principles and Implications, 5(61), 1-16. https://doi.org/10.1186/s41235-020-00263-0
  • Fernandez- Mendez, L. M., Contreras, M. J., & Elosua, M. R. (2018). From what age is mental rotation training effective? Differences in preschool age but not in sex. Frontiers in Psychology, 9(753), 1- 10. https://doi.org/10.3389/fpsyg.2018.00753
  • Fouka, G. & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the naturee of nursing? Health Science Journal, 5(1), 3- 14. Retieved from https://www.hsj.gr/medicine/what-are-the-major-ethical-issues-in conducting-research-is-there-a-conflict-between-the-research-ethics-and-the-nature-of nursing.pdf
  • Gavilan, D. & Avello, M. (2020). Brand-evoked mental imagery: the role of brands in eliciting mental imagery. SAGE Open, 1-9. https://doi.org/10.1177/2158244020977484
  • Gecu, Z. & Cagiltay, K. (2015). Mental Rotation Ability and Computer Game Experience. International Journal of Game-Based Learning, 5(4), 15-26. https://doi.org/10.4018/IJGBL.2015100102
  • Guarnera, M., Pellerone, M., Commodari, E., Valenti, G. D. & Buccheri, S. L. (2019). Mental images and school learning: A longitudinal study on children. Frontiers in Psychology, 10(2034), 1-13. https://doi.org/10.3389/fpsyg.2019.02034
  • Guay, R. B. (1976). Purdue spatial visualization test. Purdue Research Foundation.
  • Gurbuz, R., & Birgin, O. (2012). The effect of computer-assisted teaching on remedying misconceptions: The case of the subject “probability”. Computers & Education, 58(3), 931-941. https://doi.org/10.1016/j.compedu.2011.11.005
  • Güven, B. & Kosa, T. (2008). The effect of dynamic geometry software on student mathematics teachers’ spatial visualization skills. The Turkish Online Journal of Educational Technology, 7(4), 100-107. Retrieved from https://files.eric.ed.gov/fulltext/EJ1102930.pdf
  • Hancock, B. (1998). Trent focus for research and development in primary health care: Introduction to qualitative research. Trent Focus.
  • Hashemnezhad, H. (2015). Qualitative content analysis research: A review article. Journal of ELT and Applied Linguistics (JELTAL), 3(1), 54-62. Retrieved fromhttps://silo.tips/download/qualitative content-analysis-research-a-review-article#
  • Hawes, Z., Moss, J., Caswell, B. & Poliszczuk, D. (2015). Effects of mental rotation training on childrens spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience and Education, 4, 60-68. https://doi.org/10.1016/j.tine.2015.05.001
  • Huang, T. H., Liu, Y. C., & Shiu, C. Y. (2008). Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy. Computers & Education, 50(1), 61-76. https://doi.org/10.1016/j.compedu.2006.03.007
  • Ilany, B., & Margolin, B. (2010). Language and Mathematics: Bridging between Natural Language and Mathematical Language in Solving Problems in Mathematics. Creative Education (CE), 1, 138- 148. https://doi.org/10.4236/ce.2010.13022
  • Johnson, R. B. & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches (4th ed.). Sage Publications.
  • Jola, C. & Mast, F. W. (2005). Mental object rotation and egocentric body transformation: two dissociable processes? Spatial Cognition and Computation, 5, 217-237. https://doi.org/10.1080/13875868.2005.9683804
  • Jones, K. (2001). Learning geometrical concepts using dynamic geometry software. In K. Irwin (Eds.), Mathematics Education Research: A catalyst for change (pp. 50-58). School of Education. Retrieved from https://eprints.soton.ac.uk/41222/1/Jones_learning_geometry_using_DGS_2000.pdf
  • Liao, H. (2015). Reporting credibility in educational evaluation studies that use qualitative methods: A mixed methods research synthesis (Publication No. ohiou1426115203) [Doctoral dissertation, Ohio University]. Ohio University Thesis and Dissertation Services.
  • Lincoln, Y. S. & Guba, E. A. (1985). Naturalistic inquiry. Sage Publications. Kalyuga, S. (2011). Informing: A cognitive load perspective. Informing Science: the International Journal of an Emerging Transdiscipline, 14(1), 33-45. https://doi.org/10.28945/1349
  • Kalyuga, S., Chandler, P. & Sweller, J. (1998). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371. https://doi.org/10.1002/(SICI)1099- 0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6
  • Kester, L., Paas, F. & van Merrienboer, J. J. G. (2010). Instructional control of cognitive load in the design of complex learning environments. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive load theory (pp. 109-130). Cambridge University Press.
  • Khalil, M. K. & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in physiology education, 40(2), 147-156. https://doi.org/10.1152/advan.00138.2015
  • Kosslyn, S. M., Ganis, G. & Thompson, W. L. (2010). Multimodal images in the brain. In A. Guillot & C. Collet (Eds.), The neuro-phsiological foundations of mental and motor imagery (pp. 3-16). Oxford University Press. doi:10.1093/acprof:oso/9780199546251.003.0001
  • Kurtulus, A. & Uygan, C. (2010). The effects of Google Sketchup based geometry activities and projects on spatial visualization ability of student mathematics teachers. Procedia Socail and Behavioral Sciences, 9, 384-389. https://doi.org/10.1016/j.sbspro.2010.12.169
  • Lambert, N. (2011). From imaginal to digital: Mental imagery and the computer image space. Leonardo, 44(5), 439-443. https://doi.org/10.1162/LEON_a_00245
  • Leahy, W. & Sweller, J. (2004). Cognitive load and the imagination effect. Applied Cognitive Psychology, 18(7), 857-875. https://doi.org/10.1002/acp.1061
  • Liu, T. C. (2010). Developing Simulation-based Computer Assisted Learning to Correct Students’ Statistical Misconceptions based on Cognitive Conflict Theory, using” Correlation” as an Example. Educational Technology & Society, 13(2), 180-192. Retrieved from https://www.ds.unipi.gr/et&s/journals/13_2/15.pdf
  • Martin-Gutierrez, J. & Acosta-Gonzalez, M. M. (2017). Ranking and predicting results for different training activities to develop spatial abilities. In M. Khine (Ed.), Visual- Spatial Ability in STEM Education: Transforming Research into Practice (pp. 225-239). Springer.
  • Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52. https://doi.org/10.1207/S15326985EP3801_6
  • Meir, E., Perry, J., Stal, D., Maruca, S., & Klopfer, E. (2005). How effective are simulated molecular-level experiments for teaching diffusion and osmosis? Cell Biology Education, 4(3), 235-248. https://doi.org/10.1187/cbe.04-09-0049
  • Mertens, D. M. (2020). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (5rd ed.). Sage Publications.
  • Miyake, A., Friedman, N.P., Rettinger, D.A., Shah, P. & Hegarty, M. (2001). How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis. Journal of Experimental Psychology: General, 130, 621-640. https://doi.org/10.3389/fpsyg.2018.02302
  • Nunan, D. (1999). Research methods in language learning (8th ed.). Cambridge University Press.
  • Ozcakır-Sumen, O. (2018). Enhancing mental rotation skills through Google SketchUp. Universal Journal of Educational Research, 6(11), 2586-2596. doi: 10.13189/ujer.2018.061124
  • Paas, F., Renkl, A. & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1–4. https://doi.org/10.1207/S15326985EP3801_1
  • Palys, T. (2008). Purposive sampling. In L. M. Given (Eds.) The Sage Encyclopedia of Qualitative Research Methods (Vol.2). Sage.
  • Parveen, H. & Showkat, N. (2017). Research ethics. e-PG Pathshala. Retrieved from https://www.researchgate.net/publication/318912804_Research_Ethics Patton, M. (1990). Qualitative evaluation and research methods (2rd ed.). Sage Publicaitons.
  • Pearson, J., Naselaris, T., Holmes, E. A., & Kosslyn, S. M. (2015). Mental imagery: functional mechanisms and clinical applications. Trends in Cognitive Sciences, 19(10), 590-602. http://dx.doi.org/10.1016/j.tics.2015.08.003
  • Pouw, W., Rop., G., De Koning, B. & Paas, F. (2019). The cognitive basis for the split-attention effect. Journal of Experimental Psychology General, 1-62. https://doi.org/10.1037/xge0000578
  • Reilly, D., Neumann, D. L., & Andrews, G. (2017). Gender differences in spatial ability: Implications for STEM education and approaches to reducing the gender gap for parents and educators. In M. S. Khine (Ed.), Visual-Spatial Ability: Transforming Research into Practice (pp. 195-224). Springer International. doi: 10.1007/978-3-319-44385-0_10
  • Rodenburg, D., Hungler, P., Etemad, S. A., Howes, D., Szulewski, A. & Mclellan, J. (2018, Agust, 15-17). Dynamically adaptive simulation based on expertise and cognitive load. IEEE Games, Entertainment, Media Conference (GEM), Galway, Ireland. doi: 10.1109/GEM.2018.8587618
  • Sargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality assurance. Journal of Graduate Medical Education, 4(1), 1-3. https://doi.org/10.4300/JGME-D-11-00307.1
  • Samsudin, K., Rafi, A. & Hanif, A. S. (2011). Training in mental rotation and spatial visualization and its impact on orthographic drawing performance. Educational Technology & Society, 14(1), 179– 186. Retrieved from https://www.jstor.org/stable/jeductechsoci.14.1.179
  • Schnotz, W. & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19, 460-508. https://doi.org/10.1007/s10648-007-9053-4
  • Shepard, R. N. & Metzler, J. (1971). Mental rotation of three-dimensional objects. Science, 171, 701-703. doi: 10.1126/science.171.3972.701
  • Steffe, L. P. & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh & A. E. Kelly (Eds.), Hnadbook of Research design in mathematics and science education (pp. 267- 307). Routledge.https://doi.org/10.4324/9781410602725
  • Sweller, J. (1994). Cognitive load theory, learning difficulty and instructional design. Learning and Instruction, 4, 295-312. https://doi.org/10.1016/0959-4752(94)90003-5
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous and germane cognitive load. Educational Psychology Review, 22, 123-138. http://dx.doi.org/10.10- 07/s10648-010-9128-5
  • Sweller, J., Van Merrienboer, J. G. & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. https://doi.org/10.1023/A:1022193728205
  • Taylor, C. (2013). Cognitive load theory: sometimes less is more. I-manager’s Journal on School Educational Technology, 9 (1), 61-67. https://doi.org/10.26634/jsch.9.1.2402
  • Turgut, M. & Yılmaz, S. (2012). Relationships among preservice primary mathematics teachers’ gender, academic success and spatial ability. International Journal of Instruction, 5(2), 5-20. Retrieved from https://files.eric.ed.gov/fulltext/ED533781.pdf
  • Uribe, L., Castro, W. F. & Villa-Ochoa, J. A. (2017). How mental rotation skills influence children’s arithmetic skills. Journal of Mathematics Education, 10(2), 112-126. https://doi.org/10.26711/007577152790016
  • Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C. & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352-402. https://doi.org/10.1037/a0028446
  • Van Merrienboer, J. J. G. & Sluijsmans, D. A. (2009). Towards a synthesis of cognitive load theory, four component instructional design, and self-directed learning. Educational Psychology Review, 21, 55–66. https://doi.org/10.1007/s10648-008-9092-5
  • Van Merrienboer, J. J. G. & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177. https://doi.org/10.1007/s10648-005-3951-0
  • Van Merrienboer, J. J. G. & Sweller, J. (2010). Cognitive load theory in health professional education: design principles and strategies. Medical Education, 44(1), 85-93. https://doi.org/10.1111/j.1365-2923.2009.03498.x
  • Verkade, H., Mulhern, T. D, Lodge, J. M., Elliott, K., Cropper, S., Rubinstein, B., Horton, A., Elliott, C., Espiñosa, A., Dooley, L., Frankland, S., Mulder, R., & Livett, M. (2017). Misconceptions as a trigger for enhancing student learning in higher education: A handbook for educators. The University of Melbourne. Retrieved from https://minerva access.unimelb.edu.au/bitstream/handle/11343/197958/Lrning-Tchng-Misconceptions-Hndbk web.pdf?isAllowed=y&sequence=1
  • Wei, W., Yuan, H., Chen, C., & Zhou, X. (2012). Cognitive correlates of performance in advanced mathematics. British Journal of Educational Psychology, 82(1), 157–181. https://doi.org/10.1111/j.2044-8279.2011.02049.x
  • Woolf, B., Romoser, M., Bergeron, D. & Fisher, D. (2003, July 14-18). Tutoring 3-dimensional visual skills: Dynamic adaptation to cognitive level [Paper presentation]. Proceedings of the 11th International Conference on Artifical Intelligence in Education, Sydney, Australia. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.499.2319&rep=rep1&type=pd
  • Yuan, L., Kong, F., Luo, Y., Zeng, S., Lan, J. & You, X. (2019). Gender differences in large-scale and small-scale spatial ability: A systematic review based on behavioral and neuroimagining research. Frontier in Behavioral Neuroscience, 13(128), 1-23. https://doi.org/10.3389/fnbeh.2019.00128
  • Zohrabi, M. (2013). Mixed method research: Instruments, validity, reliability and reporting findings. Theory and Practice in Language Studies, 3(2), 254-262. doi:10.4304/tpls.3.2.254-262
APA Kurban F, Yanik H (2022). Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. , 56 - 84. 10.14689/enad.31.1603
Chicago Kurban Feyza,Yanik H.Bahadir Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. (2022): 56 - 84. 10.14689/enad.31.1603
MLA Kurban Feyza,Yanik H.Bahadir Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. , 2022, ss.56 - 84. 10.14689/enad.31.1603
AMA Kurban F,Yanik H Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. . 2022; 56 - 84. 10.14689/enad.31.1603
Vancouver Kurban F,Yanik H Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. . 2022; 56 - 84. 10.14689/enad.31.1603
IEEE Kurban F,Yanik H "Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction." , ss.56 - 84, 2022. 10.14689/enad.31.1603
ISNAD Kurban, Feyza - Yanik, H.Bahadir. "Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction". (2022), 56-84. https://doi.org/10.14689/enad.31.1603
APA Kurban F, Yanik H (2022). Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. Eğitimde Nitel Araştırmalar Dergisi, 0(31), 56 - 84. 10.14689/enad.31.1603
Chicago Kurban Feyza,Yanik H.Bahadir Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. Eğitimde Nitel Araştırmalar Dergisi 0, no.31 (2022): 56 - 84. 10.14689/enad.31.1603
MLA Kurban Feyza,Yanik H.Bahadir Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. Eğitimde Nitel Araştırmalar Dergisi, vol.0, no.31, 2022, ss.56 - 84. 10.14689/enad.31.1603
AMA Kurban F,Yanik H Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. Eğitimde Nitel Araştırmalar Dergisi. 2022; 0(31): 56 - 84. 10.14689/enad.31.1603
Vancouver Kurban F,Yanik H Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction. Eğitimde Nitel Araştırmalar Dergisi. 2022; 0(31): 56 - 84. 10.14689/enad.31.1603
IEEE Kurban F,Yanik H "Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction." Eğitimde Nitel Araştırmalar Dergisi, 0, ss.56 - 84, 2022. 10.14689/enad.31.1603
ISNAD Kurban, Feyza - Yanik, H.Bahadir. "Developing Pre-service Mathematics Teachers' Mental Rotation Skills through Dynamic Geometry Software-Supported Instruction". Eğitimde Nitel Araştırmalar Dergisi 31 (2022), 56-84. https://doi.org/10.14689/enad.31.1603
Sayfa Oluşturulma Tarihi
02-05-2024 16:19

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları