Van Hiele geometric thinking levels of candidate math teachers of primary and secondary schools

This research aims to determine Van Hiele geometric thinking levels of candidate math teachers of primary and secondary schools. Survey method is used with this aim.The research was done in spring semester of 2010 - 2011 academic year. Research universe consists of candidate primary and secondary school math teachers studying at Ziya Gökalp Faculty of Education of Dicle University. Since reaching the whole research universe was aimed, any sampling was not chosen. In collection of data during the research, the geometric thinking test developed by Usiskin (1982) was used. The test consists of total 25 questions of which each 5 questions are about each geometric thinking levels. During the analysis of the datum obtained in the research, the points of the candidate teachers from the geometric thinking test were taken into consideration. Percentage and frequency calculations were done while obtaining geometric thinking level of candidate primary and secondary school math teachers. Since data of the research don't meet the parametric hypothesis, whether gender, class and graduated high school parameters are effective variables on geometric thinking levels of candidate primary and secondary school math teachers were obtained with non-parametric tests. Meaningfulness was tested as 0.05 level in comparisons. Mann Whitney U test was used in order to determine whether geometric thinking levels of candidate primary and secondary school math teachers is changing according to gender. Kruskal Wallis Variance analysis was used to determine whether graduated high school and present class are effective variables on geometric thinking level. If difference was determined as a result of Kruskal Wallis variance analysis, Mann Whitney U test adjusted by Bonferroni was used in order to determine groups in which difference is meaningful.According to research findings, most of the candidate primary and secondary school math teachers couldn't reach the required geometric thinking level. There weren?t any meaningful difference between geometric thinking levels of candidate primary and secondary school math teachers. It is determined that gender and type of graduated high school are not effective variables on geometric thinking. During the research, it is determined that geometric thinking levels of candidate primary and secondary school math teachers differ in relation with class variable and the difference is meaningful between students of first and third classes. The efficacy value was checked to decide the level of difference. As a result of this, it is determined that efficacy value is 0.38 and the difference between geometric thinking levels of candidate primary school math teachers of first and third classes is in medium level. It is also determined that geometric thinking levels of candidate secondary school math teachers don?t differ in relation with their present class. Suggestions for practices and researches were presented based upon these results.Key words: Geometry, Geometry Education, Geometric Thinking, Candidate Primary and Secondary School Math Teacher