Özet:

Geometric thinking habits can be considered as ways of thinking that support individuals’ geometry learning. The teachers who have these habits will play an important role in geometry learning in the study aimed at determining the geometric habits of the mind of high school mathematicians. The study group was three teachers of mathematics in three state high schools. The research method has been used in the collection, analysis and interpretation of data. The data of the interviews with teachers were collected through clinical interviews. Teachers were asked eight open end questions that contain the subcomponents of the geometric habits of the mind. The data obtained during the research process was analyzed on the basis of questions, and each question was studied according to the components of the geometric habits of the mind. The data is studied by the content analysis method. The results from the study have shown that teachers have comparable habits in solving questions. Geometric habits are slightly more difficult than other components in showing the habit of balancing discovery and reflection from the component.

Özet:

Geometric thinking habits can be considered as ways of thinking that support individuals' geometry learning. The teachers who have these habits will play an important role in the geometry learning of the students they will train. The study group consisted of three mathematics teachers in three state secondary schools. Qualitative research method was used in the data collection, analysis and interpretation. The data of the interview with the teachers were collected through clinical interviews. Eight open-ended questions were asked to the teachers, which included the sub-components of the geometric habits of the mind. The data obtained during the research process were analyzed on the basis of questions and each question was examined according to the components of the mind's geometric habits. Data were analyzed by content analysis method. According to the results of the study, it was observed that the teachers showed similar habits in the solution of the questions. Geometric habits were somewhat more challenging than other components in demonstrating the habit of balancing discovery and reflection from the component.

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