The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities
Education Journal
Volume 4, Issue 1, January 2015, Pages: 1-4
Received: Dec. 26, 2014; Accepted: Jan. 8, 2015; Published: Jan. 20, 2015
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Zuhal Ünan, Department of Elementary Mathematics Education, Faculty of Education, Ondokuz Mayıs University, Samsun, Turkey
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The aim of this study was to investigate the extent to which origami-assisted problem posing activities affected the ability of elementary school teacher candidates to geometrically model the basic identities (a+b)2, (a-b)2, and (a+b)(a-b), as well as the effect of these activities on geometric modelling. The study group consisted of 55 fourth-year teacher candidates attending a Turkish public university during the 2012-2013 academic year. The study was performed using a qualitative study model. For the qualitative data analysis, this study made use of the descriptive analysis method. Based on the study results, it was observed that instead of using representative modelling during the geometric modelling of identities, elementary school mathematics teacher candidates tended to focus on conceptual knowledge regarding the Harezmi identities, and that they performed geometric modelling based on this knowledge.
Origami in Mathematics Education, Geometric Modelling, Identities
To cite this article
Zuhal Ünan, The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities, Education Journal. Vol. 4, No. 1, 2015, pp. 1-4. doi: 10.11648/
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