Geometry Teaching via Origami: The Views of Secondary Mathematics Teacher Trainees

Abstract

Considering the performances of the students in the Timss and Pisa examinations, it is seen that they can not solve the problems, do not animate the objects they can not ask geometry questions in three dimensions and can not understand them. For this reason, origami lessons should be put into teacher training programs. Secondary teacher trainees were examined in this study according to their views about using origami activities in maths courses. This qualitative study was carried out with 18 secondary mathematics teacher trainees. Data were gathered by semi-structured interview and 3D tangible materials. Findings revealed that prospective teacher candidates can associate large quantities of mathematical and geometric concepts with some achievements and that they have a constructive view on origami activities. However, it was seen that the teacher candidates did not associate with the geometric levels of Van Hiele. They reached the idea of two dimensions and three dimensions easily and without confusion. They made different 3D objects from a square paper. Visualization is the result of helping meaning. Moreover, it was observed that they had difficulty in some long-step shapes. In addition, all of the participants in the study have reached the point that the origami is entertaining and never thought it could be so enjoyable.

Keywords: origami, mathematics education, geometry teaching, 2D objects, 3D objects.