Abstract:

In today's education system, students began to be the subject of the learning environment instead of to be the object of it. Strategies that will provide student participation in the courses also have become even more important in today's education. In this study, the usability of “Transformation Wheel” material that students can work actively participating in the subject of transformation geometry was analyzed. Our study was conducted with the aim of analyzing the usability of “Transformation Wheel” material designed in accordance with the acquisitions of 7th grade mathematics course curriculum about Transformation Geometry and determining the teachers and students' opinions about developed material. For this purpose, the research was carried out with 21 7th graders from a middle school and 9 math teachers who were introduced the material in Istanbul province. In the study, action research method was used. The students were presented to the subject of Transformation Geometry with Transformation Wheel material, then were given worksheets and asked to check their answers that are related to the subject from the Transformation Wheel material. With this way, each student was provided to use the material. After the application, each student’s views regarding the material were taken in written. The views of the teachers were also received about the material. And most of the teachers found it to be usable and liked it. As a result of the study, in teaching of mathematical concepts or objectifying the learned concepts, the Transformation Wheel material was found to be effective. It was also determined that it had been applied as student-centered and had gained students analytical thinking and social interaction skills. In this context, the concrete material of Transformation Wheel was inferred to be usable for teaching mathematics.  

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