A STUDY ON SUPPORTING THE GEOMETRIC THINKING PERCEPTIONS OF PRIMARY SCHOOL 4TH GRADE STUDENTS WHO MISDIAGNOSIS THE SHAPE WHEN THE DIRECTION OF THE GEOMETRIC SHAPE CHANGES WITH AUGMENTED REALITY AND EDUCATIONAL SOFTWARE

Abstract

Studies in the literature show that students in preschool, primary school first and second grades, and even teachers think that when the direction of a geometric shape changes, the shape also changes. This article is about developing geometric thinking skills of students who do not perceive what the shape is when the direction of the shape changes, with the support of educational software and augmented reality. With the “Geometric thinking skill level determination scale” applied to 100 primary school students, it was determined that 31 students could not recognize the square when the direction of the square changed. It is also very difficult for students who cannot recognize the geometric shape in a 2-dimensional environment to perceive geometric objects in 2-dimensional environments in advanced subjects. In order to solve this problem, after the applications with augmented reality and educational software with 16 students out of a total of 32 students, randomly selected as experimental and control groups, when the direction of the square was changed in the "Geometric thinking skill level determination scale", no significant increase was observed in the control group in the rate of correct answers given to the question of perceiving and defining the shape, while a significant increase was observed in the experimental group from the pre-test to the re-test, indicating that the application with the experimental group was effective.