Abstract:

Abstract Cognitive processes and cognitive apprehensions known as geometric reasoning processes play a significant role in enabling students to make geometrical deductions and develop their spatial skills, geometrical skills, imaginations, and geometrical intuitions through geometrical properties, to discover the transformations between geometrical models and to establish a bond between the concepts. This study examined classroom practices of middle school mathematics teachers in the context of cognitive processes and cognitive apprehensions in geometry teaching. In this context, using the descriptive survey model, three classroom practices of middle school mathematics teachers with three different levels were examined. The descriptive analysis method was used to analyze these data. According to the findings obtained from the data, it was observed that geometric reasoning processes differed in each teacher’s classroom practices. It has been observed that the most common dimensions of geometric reasoning in courses with geometry content are visualization and reasoning. It was further observed that cognitive apprehensions were involved simultaneously with the cognitive processes. In this respect, it was concluded that the processes are interactive with each other.

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