Abstract:

In this study, it was aimed to comparatively examine the students' ability to define and draw parallelogram for each class level. Case study was chosen as the methodology of this study and the working group of the study consists of 120 middle school students from a state middle school in Turkey. Two open ended questions were used to gather data. One of the questions was taken from the study of Fujita (2012) and other question was prepared by researches after examining relevant literature, mathematics curricula and textbooks. The document analysis method was used to analyze data. As a result of the research, it was seen that students at all class levels drawn prototype-parallelogram, and students at all class levels had difficulty in defining parallelograms. It has been determined that students at all grade levels cannot associate with the rhombus, a special form of parallelogram, and do not prefer it in their drawings.

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