Middle-school students' concept images of geometric translations

YANIK H. B.

JOURNAL OF MATHEMATICAL BEHAVIOR, vol.36, pp.33-50, 2014 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 36
  • Publication Date: 2014
  • Doi Number: 10.1016/j.jmathb.2014.08.001
  • Journal Name: JOURNAL OF MATHEMATICAL BEHAVIOR
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.33-50
  • Keywords: Middle school mathematics, Geometric translations, Concept images, Coherence of a concept image, Prototypical examples
  • Anadolu University Affiliated: Yes

Abstract

This study explored sixth grade students' concept images of geometric translations and the possible sources of their conceptions in a non-technological environment. The data were gathered through a written instrument, student and teacher interviews and document analyses. Analyses of student responses revealed two major concept images of geometric translations: (a) translation as translational motion, and (b) translation as both translational and rotational motion. Students who held these conceptions showed various levels of understanding, such as conceiving translations as undefined motion, partially-defined motion, and defined-motion of a single geometric figure on the plane. The findings of the study suggested, in general, consistencies between students' concept images and their concept definitions. However, most of the students' concept definitions were inconsistent with the formal concept definition of geometric translations.