PRE-SERVICE TEACHERS' ANALYSIS SUCCESS AND SPATIAL VISUALIZATION SKILLS ABOUT ROTATIONAL OBJECTS

Abstract

The purpose of the research is to examine undergraduate program in mathematics education students’ analysis success and spatial visualization skills about rotational objects. In the study, Explanatory Research Design was used.  Area and Volume Calculation Scale about Rotational Objects (six items) and Spatial Visualization Scale about Rotational Objects (five items) were developed and applied by the researchers. In findings, while pre-service teachers were generally successful in calculating area and volume about rotational objects; they were more successful in area calculation than volume calculation. A significant difference was found between the participants' ability to calculate area and volume about rotational objects and their spatial visualization skills. In the content analysis, it was determined that the participants had difficulty in recognizing the names of axes, constructing rotational objects, and defining the rotational object in different positions.

Keywords: Rotational objects, analyses success, spatial visualization.

REFERENCES

Alejandro, L.&Liliana, M. (2009, January). The impact of technological tools in the teaching and learning of integral     calculus. Proceedings of CERME 6, Lyon, France.

Ayres, F.&Mendelson, E. (2013). Calculus. Boston: McGraw-Hill Companies.

Delice, A.&Ergene, Ö. (2015). Examination of drawings and rotation                 skills in the process of solving integral volume     problems in the context of the practice community. Theory and Practice in Education,11(4), 1288-1309.

Delice, A.&Sevimli, E. (2011). Examining the subject order in the context of concept images in teaching the concept of                 integral,                 definite and indefinite integrals. Pamukkale University Faculty of Education, 30(1), 51-62.

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York : Basic Books.

Kayhan, E. B. (2005). Investigation of high school students’ spatial    ability. (Unpublished master thesis). Middle East Technical University, Ankara.

Karakaş, B. &Baydaş, Ş. (2008). Analitical Geometry. Ankara: Palme Publishing.

Kusumaningrum, B., Irfan, M., Agustito, D., Wijayanto, Z.&Ratih, Z. (2019, July). Spatial ability of student in construct               volume of the solid of revolution graphic [Abs]. Scientific paper presented in International Seminar on Applied     Mathematics and MathematicsConference, Cimahi, Indonesia. Access adress:         https://iopscience.iop.org/article/10.1088/1742-      6596/1315/1/012032/meta.  

Linn, M. C.&Petersen, A. C. , (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis.          Child Development, 1479- 1498.

Maharaj, A. (2014). An APOS analysis of natural science students’ understanding of integration. REDIMAT, 3(1), 54-73.

McGee, M.G. (1979). Human Spatial Abilities: Sources of Sex Differences. New York: Praeger.

Misu, L., Budayasa, I.K., Lukito, A., Hasnawati&Rahim, U. (2019).   Profile of metacognition of mathematics education               students in understanding the concept      of integral in category classifying and summarizing. International Journal         of Instruction,12(3), 481-496.

Mofolo-Mbokane, B. L. (2011). Learning difficulties involving volumes of Solids of revolution: A comparative study of engineering students at two colleges of further education and training in South Afrika (Unpublished doctoral        thesis). Pretoria Universty, Pretoria.

Okagaki, L. R.&Frensch, P. A. (1996). Effects of video game playing on measures of spatial performance: Gender effects in         late adolescents. Interacting with Video, 115-140.

Olkun, S.&Altun, A. (2003). The relationship between primary school students' computer experiences and their spatial thinking and geometry achievements. The Turkish Online Journal of        Educational Technology, 2(4), 86-91. 

Orton, A. (1983). Students’ understanding of integration. Educational Studies in Mathematics, 14, 1-18. 

Rasslan, S.&Tall, D. (2002). Definitions and images for the definite   integral concept. In Cockburn A., Nardi, E. (Ed). Proceedings of the 26th PME, 4, 89-96. 

Sealey, V. (2006). Definite integrals, riemann sums, and area under a curve: What is necessary and sufficient?[Abs]. In S. Alatorre, J.L. Cortina, M. Sáiz, and A.Méndez(eds), Proceedings of the 28th annual meeting of the North American Chapter             of the International Group for the Psychology of Mathematics Education, 2,46-53. Mérida,     México:Universidad Pedagógica Nacional.

Sevimli, E.&Delice, A. (2010) The influence of teacher candidates’ spatial visualization ability on the use of multiple    representations in problem solving of definite integrals. Journal of Gaziantep University Social Sciences, 9(3),           581-605.

Strong, S.&Smith, R. (2002). Spatial visualization: fundamentals and trends in engineering graphics. Journal of Industrial            Technology, 18(1), 1–6.