Investigation of the relationship of elementry mathematics teacher candidates' between visual mathematics literacy perception level, reasoning skill on geometry and performance levels

The purpose of this study is to examine the relation between the visual mathematical literacy perceptions, the reasoning skills on geometrical shapes and geometry performances of the mathematics teacher candidates. The populatıon of the research is mathematics teacher candidates who are studying in the fall semester of 2016-2017 academic year in the education faculties of Inonu and Siirt University located in Eastern and Southeastern Anatolia regions. The sample of the research 252 female, 132 male, total 384 mathematics teacher candidates who are studying in this universities. Because of the limitations in terms of time and labor conditions, these two universities were selected and appropriate sampling method was preferred. The relational survey model is used in the section where the actual applications of the study are done. The data of the study were collected by visual mathematical literacy perceptions scale, reasoning skills on geometrical shapes test and geometry performances test developed by İlhan (2015). Study data were analyzed using descriptive statistics, t-test, ANOVA, Tukey test, Cohen's f, Cohen's d effect size values and structural equation modeling. In the study, it was determined that the average of males was higher than that of females compared to the gender variable of visual mathematical literacy perceptions, reasoning skills on geometrical shapes and geometry performances data. Also, when the scores visual mathematical literacy perceptions and geometry performances are examined, it is seen that the third grades have the highest percentages, whereas when the scores of reasoning skills on geometrical shapes are examined, it is seen that the second grades have the highest percentages. When the scale and test scores of the mathematics teacher candidates were examined according to the gender variable, it was found that there was no significant difference between visual mathematical literacy perceptions, sub-dimensions, reasoning skills on geometrical shapes and geometry performances scores. As a result of the ANOVA test conducted in the study, it was determined that the differences between visual mathematical literacy perceptions, sub-dimensions, reasoning skills on geometrical shapes and geometry performances were significant. The calculated Cohen's f effect magnitude values showed that the differences between the classes were moderate or low. It has been determined that this difference is significantly different among some classes when one among the classes is searched. When Cohen's d effect size values of these differences are examined, it is seen that there are high, medium or low significant effects among the classes. When the correlations between variables in the study were examined, moderate level of correlation between visual mathematical literacy perceptions and reasoning skills on geometrical shapes or geometry performances, and a high level of correlation between reasoning skills on geometrical shapes and geometry performances. A path analysis was conducted to obtain more detailed information about the direction and size of the relationship. When the path analysis data of the main model is examined, it is seen that there is a moderate level of effect visual mathematical literacy perceptions on reasoning skills on geometrical shapes and geometry performances. It has also been found that there is a strong effect between reasoning skills on geometrical shapes and geometry performances. At the same time, the t values between the variables were found to be significant on main model. However, when at sub-model, it was found that the relations between create a pattern sub-dimensionss of geometry performances were positive and meaningless relationship. For this reason, this path analyzes have been removed and model has been rearranged. As a result of new model and path analysis coefficients, it has been determined that there is a moderate positive effect between the sub-dimensions of visual mathematics literacy perception and the reasoning ability on geometrical shapes. It has been determined that there is a moderately significant positive effect between the visual perception, geometrical ınformation, spatial ıntelligence and concretisation sub-dimensionss of visual mathematical literacy perceptions and geometry performances. There is also a high level of positive effect between reasoning skills on geometrical shapes and geometry performances. According to the results of structural regression model analysis, visual perception, geometrical ınformation, spatial ıntelligence, concretisation, create a pattern sub-dimensionss and visual mathematical literacy perceptions sources directly and indirectly affect positively and significant the reasoning skills on geometrical shapes. When the total effects of the visual mathematical literacy perceptions sources in the model are examined, it is understood that the sources are a very important variable for the reasoning skills on geometrical shapes. In addition, visual perception, geometrical ınformation, spatial ıntelligence, concretisation and visual mathematical literacy perceptions resources directly and indirectly affect the geometry performances positively and significantly. When the total effects of visual mathematical literacy perceptions resources in the model are examined, it is understood that the resources are a very important variable for geometry performances. Lastly, in the study, the compliance values of the main and sub-models were examined and it was found that the established model predicted the relationships between the variables to be acceptable or good. As a result of the findings obtained in the research, some suggestions have been made about the use of visual mathematical literacy perceptions, reasoning skills on geometrical shapes and geometry performances concepts in the field of academic and mathematics teaching.