The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities

Zuhal Ünan

doi:doi:10.11648/j.edu.20150401.11

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The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities

Zuhal Ünan

Published in Education Journal (Volume 4, Issue 1)

Received: 26 December 2014 Accepted: 8 January 2015 Published: 20 January 2015

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Abstract

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.

Published in	Education Journal (Volume 4, Issue 1)
DOI	10.11648/j.edu.20150401.11
Page(s)	1-4
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Origami in Mathematics Education, Geometric Modelling, Identities

References

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[2]	R. Beech, The practical illustrated encyclopedia of origami: The complete guide to the art of paper folding, London: Lorenz Books, 2009.
[3]	N.J. Boakes, “Origami-mathematics lessons: Paper folding as a teaching tool”, Mathidues, 2008, 1(1), 1-9.
[4]	N.J. Boakes, “Origami instruction in the middle school mathematics classroom: Its impact on spatial visualization and geometry knowledge of students”, Research in Middle Level Education Online, 2009, 32(7), 1-12.
[5]	S. Pope, “The Use of Origami in the Teaching of Geometry”, Proceedings of the British Society for Research into Learning Mathematics, 2002, 22(3), 67-73.
[6]	K. Chen, “Math in motion: Origami math for students who are deaf and hard of hearing”, Journal of Deaf Studies and Deaf Education, 2006, 11(2), 262-266.
[7]	S. Sze,. Math and mind mapping: Origami construction. Dunleavy: Niagara University, 2005 [ERIC Document Reproduction Service No. ED490352].
[8]	V. Cornelius and A. Tubis, “On the effective use of origami in the mathematics classroom”, Paper presented at the fourth International Conference on Origami in Science, Mathematics and Education (4OSME), Pasedena, CA, 2006.
[9]	B. Pearl, Math in motion: Origami in the classroom (k-8), Langhorne, PA: Math in Motion, Incorporated, 1994.
[10]	B. Cipoletti and N. Wilson, “Turning origami into the language of mathematics”, Mathematics Teaching in the Middle School, 2004, 10(1), 26-31.
[11]	J. Georgeson, “Fold in origami and unfold math”, Mathematics Teaching in Middle School, 2011, 16(6), 354-361.
[12]	L. Coad, “Paper folding in the middle school classroom and beyond”, Australian Mathematics Teacher, 2006, 62(1), 6-13.
[13]	A. Wares, “Using origami boxes to explore concepts of geometry and calculus”, International Journal of Mathematical Education in Science and Technology, 2011, 42(2), 264-272.
[14]	B.L .Berg, Qualitavite research methods for the social sciences. Boston: Allyn and Bacon, 2001.
[15]	C. Marshall and G.B. Rossman, Designing qualitative research (3rd. Ed.), Thousand Oaks, CA: Sage Publications, Inc., 1999.
[16]	K. Baicker, Origami Math, Grades 4-6.Scholastic, 2004.
[17]	M. Miles and A.M. Huberman, Qualitative data analysis: an expanded sourcebook, Thousand Oaks, CA: Sage, 1994.
[18]	J. Boaler, “Open and closed mathematics: student experiences and understandings”, Journal for Research on Mathematics Education, 1998, 29(1), 41-62.
[19]	K.H.Roh, Problem Based Learning in mathematics. Clearing for secience, mathematics and environmental Education, (2003)

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Zuhal Ünan. (2015). The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities. Education Journal, 4(1), 1-4. https://doi.org/10.11648/j.edu.20150401.11

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Zuhal Ünan. The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities. Educ. J. 2015, 4(1), 1-4. doi: 10.11648/j.edu.20150401.11

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Zuhal Ünan. The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities. Educ J. 2015;4(1):1-4. doi: 10.11648/j.edu.20150401.11

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@article{10.11648/j.edu.20150401.11,
  author = {Zuhal Ünan},
  title = {The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities},
  journal = {Education Journal},
  volume = {4},
  number = {1},
  pages = {1-4},
  doi = {10.11648/j.edu.20150401.11},
  url = {https://doi.org/10.11648/j.edu.20150401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150401.11},
  abstract = {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.},
 year = {2015}
}

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TY  - JOUR
T1  - The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities
AU  - Zuhal Ünan
Y1  - 2015/01/20
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150401.11
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AB  - 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.
VL  - 4
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Zuhal Ünan

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Zuhal Ünan. (2015). The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities. Education Journal, 4(1), 1-4. https://doi.org/10.11648/j.edu.20150401.11

Copy | Download

ACS Style

Zuhal Ünan. The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities. Educ. J. 2015, 4(1), 1-4. doi: 10.11648/j.edu.20150401.11

Copy | Download

AMA Style

Zuhal Ünan. The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities. Educ J. 2015;4(1):1-4. doi: 10.11648/j.edu.20150401.11

Copy | Download

@article{10.11648/j.edu.20150401.11,
  author = {Zuhal Ünan},
  title = {The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities},
  journal = {Education Journal},
  volume = {4},
  number = {1},
  pages = {1-4},
  doi = {10.11648/j.edu.20150401.11},
  url = {https://doi.org/10.11648/j.edu.20150401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150401.11},
  abstract = {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.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Role of Origami-Assisted Problem Posing Activities in the Geometric Modelling of Identities
AU  - Zuhal Ünan
Y1  - 2015/01/20
PY  - 2015
N1  - https://doi.org/10.11648/j.edu.20150401.11
DO  - 10.11648/j.edu.20150401.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 1
EP  - 4
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20150401.11
AB  - 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.
VL  - 4
IS  - 1
ER  -

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