The Teaching Candidates’ Views About the Impact of Origami-Supported Geometry Teaching on Comprehending the Description, Axiom and Theorem

Abstract

This study has been made in the purpose of revealing the elementary mathematics teaching candidates’ views about the impact of origami-supported geometry teaching on comprehending the description, axiom and theorem. The study group consists of 52 mathematics teaching candidate. A questionnary which consists of the open-ended questions has been used in the study which has been made with the use of study case design which is one of the qualitative research methods. The impact of origami-supported teaching on understanding the geometry has been interrogated in the questions which have been asked. According to the findings which have been obtained, the teaching candidates have shared the impact of origami-supported geometry teaching on the description, axiom and theorem as they have explained through their own experiences. They have mentioned on these sharings especially that the relation between the description and concept, the relation between the axiom and theorem and the relation between the description and theorem are correctly stated mathematically. As a result of the research, it can be said that the use of origami-supported teaching facilitate to understand its axiomatic structure especially in order that Euclides geometry is comprehended, it can support to interrogate the geometry knowledge correctly and as its result, it can positively affect on the Vam Heile geometry thinking levels.

Keywords: Origami, geometry teaching, description-axiom-theorem, teaching candidates’ views