Abstract:

This study aims to study the impact of the 5E learning model on the development of students’ proof skills in geometry. The research is based on a high school in a district located in the western Black Sea area. The study was conducted with 34 students in two different branches. The test and control group was randomly selected. In the study, a semi-experimental model with the front-test-final test control group was used. The courses in the experimental group are processed with developed materials in accordance with the 5E learning model, while the courses in the control group are conducted according to the methods and models proposed by the curricula developed on the basis of the mathematical curriculum. Before the study, the pre-test was applied to the students of both groups as proof skills assessment test. The same test was reapplicated at the end of the study as a final test. In addition, at the end of the study, a structured question form was applied to the students of the experiment group. Statistical studies have shown that the course activities prepared according to the 5E learning model on circles and apartments have no meaningful impact on the development of students’ ability to prove in geometry. However, the experiment group observed that students were given more qualified answers when the test answers were studied.

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