Abstract:

The aim of this study is to study the impact of enriched learning activities on the achievements of 4th-class students in the field of symmetry and their perceptions of symmetry. In this study, qualitative and quantitative research approaches were used. Before the study began, a success test was created taking into account the achievements of the symmetry concept included in the mathematical courses of the Ministry of Education. The experimental test of the symmetrical success test was completed. The study included the experiment (f=30) and control (f=25) groups. Curriculum plans prepared in accordance with the enriched learning activities in the experimental group have been implemented. In the control group, the course was followed in the framework of the mathematical curriculum. The symmetry success test in the experiment and control groups was applied before and after the application and the success of the students was studied. There are also changes in the perceptions of symmetry by applying a semi-configured form of conversation in the experiment and control groups in order to identify the perceptions of symmetry by students. As a result of the findings obtained, enriched learning activities have caused significant differences in the student's symmetrical success and perceptions, but the success has not only influenced durability.

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