Examining geometric thinking levels of classroom teachers according to some variables

The aim of this study is to examine the geometric thinking levels of classroom teachers in terms of some variables. A total of 131 classroom teachers participated in this study. The study group of this research consists of Classroom Teachers working in Kaş district of Antalya. The researcher applied a multiple choice geometry test to determine the geometric thinking levels of the participants. Before analyzing the data, it was examined whether the geometric thinking scores of the teachers participating in the research were distributed normally. For this purpose, Kolmogorov-Smirnov normality test was performed. As a result, the KS value was found to be 0,395 and the p value was 0,000. Thus, it was found that the data were not normally distributed. Since the data were not normally distributed, non-parametric tests were used to analyze the data. Mann-Whitney U test was used to examine the geometric thinking scores of the teachers according to gender, branch and employment status. In addition, Kruskal-Wallis was used to examine the teachers' geometric thinking scores in terms of educational background and professional experience variables. Some results obtained with this study are as follows; Van Hiele Geometric Thinking Level Scores of 131 Class Teachers who participated in the study voluntarily were the most at Level 1 (n = 102) and at least at Level 5 (n = 1). While there was no significant difference in gender, employment, occupational experience and branch of study, Van Hiele geometry test results of teachers with different educational status were different in Level 3. The Mann Whitney U-test was applied to find out which group this difference is due to, and according to the Van Hiele geometry test results, in Level 3 the geometric thinking levels of teachers with postgraduate education were higher than those with associate degree education.