The examination of the learning - teaching process of the first grade geometry learning field as indicated in the elementary mathematics (1-5) curriculum

The aim of this study is to examine the learning ? teaching process related to the field of Geometry learning, which is one of the sub-learning fields of the mathematics developed and indicated in the curriculum of 1st Grade Mathematics Course. In this research, qualitative method and case study, which is one of the qualitative research methods, have been used. The sample group includes a teacher and 12 students from a state primary school of Yenimahalle, a central town of Ankara. The administration of the research was fulfilled in 2005?2006 education semester. Data were obtained through video recording, interview and written documents. The findings of these data have been discussed according to each data instrument. The results, discussion and suggestions, including sub-problems of classroom applications, learning that takes place, and the level of learning are provided in the light of findings and interpretations related to examination of First Grade Geometry course placed in 2004 Primary Mathematics Curriculum (1?5) In general, following results have been obtained in this research. The teacher adopts and prefers presentation technique in the process of teaching the course, and the question ? answer technique has been used in this process for sublearning fields of Geometry. The questions asked by the teacher through teaching process are mostly aimed at recalling a fact, but questions leading the students inquire, think and judge are not frequently used. The interaction in the class is mainly based on a teacher- students approach; that is to say, the teacher conducts the lessons in a one way communication form teacher to students. When the educational materials that teacher has used in the classroom have been evaluated, she has benefited only from overhead projector as technological materials. The materials to be used in accordance with the aim of the subject have not been brought to the classroom; instead, the usual materials in the classroom which have been considered as appropriate have been used. It has also been observed that concrete materials used in the actual classroom activities are not in the desired amount. It has been recognized that the teacher has not allowed the learners to perform the activities on their own, and the teacher ? based activities have been carried out during the application phase. vi Although the new program recommends that students should be more active rather than the teachers in the classroom activities during the actual classroom atmosphere, it has been observed that the teacher has been more active during the teaching. It has also been seen that the teacher has fulfilled the application of the courses by referring the former program from time to time without regarding the principles mentioned in the program while following the curriculum of 2004 Primary School Mathematics Curriculum (1-5). Considering the learning and acquisition levels of the students about the spatial relations, which is one of the sub-fields of geometry ? learning, observed during the course and after the application phases; it can be mentioned that the students have not learned all of the geometrical terms related to the acquisition as in the program. That learning of the geometric figures and shapes has not totally realized, they confused the names of the two ? dimensional figures with three - dimensional ones, and they could not identify and classify the geometric figures and shapes properly may reveal that the learning process has not been achieved in a desired way and as it would be. As for the congruence, patterns and tessellations, it has been observed that the students learn more easily upon evaluation of the performance of learners during the learning process. According to the results of this research, the suggestions can be summarized as follows: It has been seen that the teachers have difficulties in activation of students, use of concrete materials, teaching methods while applying recently reformed mathematics curriculum. It may be thought that other teachers having similar experience and education also have difficulties in these topics. This study is satisfactory and sufficient in terms of sample with one teacher and 12 students. However, it is possible to conduct various researches in a wide ? ranging and well ? rounded way covering more teachers and students. If the same results are obtained in large scale researches mentioned above in which the teachers apply the program according to their methods and principles disregarding the ones in the program, the necessary precautions and changes can be applied without delay. This research can be extended in terms of duration and time by choosing only one learning area from the geometry sub-learning areas. This means the application of the program and learning of the students in this type of teaching application can be followed and reviewed from the first grade to the fifth grade. It can, then, be determined that whether the teacher changes in terms of applying the program as the teaching experience increases.