Ayşe Yavuz, Bünyamin Aydin, Musa Avci


The purpose of this study was to investigate primary and secondary mathematics teachers’ candidates’ effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used.  Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.  


Article visualizations:

Hit counter


mathematics education, geometry education, secondary mathematics teachers’ candidates

Full Text:



Altaylı D , Konyalıoğlu A. C., Seyfullah HIZARCI, Kaplan A., (2014). The Investigation of Pre-Service Elementary Mathematics Teachers’ Pedagogical Content Knowledge on Three Dimensional Objects. Middle Eastern & African Journal of Educational Research, Issue 10, 2014-4.

Ausubel, P. D. Ve Robinson, F. G. (1969). School Learning. New York: Holt, Rinehart & Winston Inc.

Baki, A., Salih Ç., Akdeniz A. R. ve Ayas A. (1996), “Restructuring of the Faculty of Education in Turkey”, YÖK/ The World Bank MEG Project, Bilkent, Ankara.

Carter, Glenda ve Karen S. Norwood (1997), “The Relationship between Teacher and Student Beliefs about Mathematics”, School Science and Mathematics, Vol. 97, No. 2, pp. 62-67.

Clements, D. H. & Battista, M. T. (1992). Geometry and spatial reasoning. In D. Grouws (Ed.). Handbook of Research on Mathematics Teaching and Learning, (pp. 420-464). Reston, VA: National Council of Teachers of Mathematics.

Çakmak D., Güler H. K. (2014). Determination of Geometric Thinking Levels of Primary School Mathematics Teacher Candidates. Turkish Journal of Educational Sciences 12(1), 1-16.

Dindyal, J. (2005). Students’ Thinking in School Geometry: The Need for an Inclusive Framework. Singapore. National Institute of Education.

Duatepe, A. (2000). An investigation on the relationship between Van Hiele geometric level of thinking and demographic variables for preservice elementary school teachers. Master's Thesis. Middle East Technical University Institute of Science and Technology. Ankara.

Durmuş, S., Toluk, Z. & Olkun, S. (2002). Mathematics teaching Grade 1 students determine the level of knowledge of geometry, for the level of research and development results. V. National Science and Mathematics Education Congress. Middle East Technical University Faculty of Education. September 18th-16th 2002. Ankara. pp. 982-987.

Güçlü, N. ve Güçlü, M. (1996). The problem of quality in teacher education development and progress in the modern teacher training. Symposium ‘96. Ankara: School Vocational and Technical Open Education Publication.48-60.

Halat, E. (2006). Sex-related differences in the acquisition of the Van Hiele levels and motivation in learning geometry. Asia Pacific Education Review. Vol 7, No 2, p: 173-183.

Alex, J.K. & Mammen, K.J. (2012). A survey of South African grade 10 learners’ geometric thinking levels in terms of the Van Hiele theory. Anthropologist. 14(2): 123-129.

Halat, E. (2008). Pre-service elementary school and secondary school mathematics teachers’ Van Hiele levels and gender differences. Issues in undergraduate mathematics preparation of school teachers.Vol 1.

Hızarcı, S. (2004). Sunuş. (Edt: S. Hızarcı, A. Kaplan, A. S. İpek & C. Işık). Euclidean geometry and special education. Ankara: Teachings Publications.

Knight, K.C. (2006). An investigation into the change in the Van Hiele of understanding geometry of pre-service elementary and secondary mathematics teachers. Yayımlanmamış yüksek lisans tezi. University of Maine. Maine.

NCTM (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

Oğuzkan, A. Ferhan (1985). Teaching in Secondary Schools, objectives, principles, methods and techniques, Amal Printing, Ankara.

Olkun, S. (2003). Making Connections: Improving Spatial Abilities with Engineering Drawing Activities. International Journal of Mathematics Teaching and Learning.

Pusey, E.L. (2003). The Van Hiele model of reasoning in geometry: a literature review. Yayımlanmamış yüksel lisans tezi. North Carolina State University.

Tepedelenlioğlu, N. (1995). Kim Korkar Matematikten (7.Baskı). İstanbul Sarmal Yayınevi.

Terzi, M. (2010). Geometric thinking skills of student’s achievements and its impact on the teaching situation designed according to Van Hiele levels of geometric thinking. Unpublished PhD Thesis. Gazi University. Institute of Education Sciences. Ankara.

Toluk, Z., Olkun, S. ve Durmuş, S. (2002). Of classroom teaching problem-centered and visual models with assisted geometry teaching effect on the development of geometric thinking levels of students. V. National Science and Mathematics Education Congress METU. 16 to 18 September in Ankara.

Van De Walle, J. A. (2001). Elementary and middle school mathematics: Teaching developmentally. Boston: Allyn and Bacon.



  • There are currently no refbacks.

Copyright (c) 2018 Ayşe Yavuz, Bünyamin Aydin, Musa Avci

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).