Özet:

The effect of the activities in the textbooks on the conceptual development of students is important since the mathematics course curriculum focuses on conceptual knowledge. In this survey, it was aimed to evaluate how students’ conceptual developments within transformation geometry were affected by activities of the mathematics curriculum for 8th grades. As a research model, longitudinal survey model was used. Their search group of this survey consisted of 26 8th-grade students, studying in Mangaldağı Secondary School. First, free word-association test and drawing-writing techniques were applied to the students and interviews were conducted with chosen students. Research data were collected by the researcher. Internal consistency of category and subcategories were provided by two domain experts. Average reliability between coders was found to be 91%. 4 categories were created from words that were collected about cognitive structures about transformation geometry of the participant students by free word-association test. These categories consisted of the name of the subject, mathematical terms, geometric terms and irrelevant concepts. 3 categories were created through analyzed drawings for pretest. As the final stage of data collection, students were interviewed. At the end of the research, it was determined that before the students studied the subject of transformation geometry, they didn’t have the knowledge of concept and they wrote transformation concept and geometry concepts separately. It was inferred from the interview of the students that studying math’s through books is difficult, however the students can do exercises in the books after the subject is studied. According to the findings at the end of the research and students’ opinions, suggestions about changes in curriculum and which method teachers should use were made.

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