Examination of geometric thinking levels through the success of solving mathematic literacy questions related to shape and space subject area

The aim of this research is to determine geometric thinking levels through the success of solving literacy questions related to the subject area of shape and space. The sample of the study consists of 1089 students studying in primary schools, secondary schools, high schools in Yalova and a university in the Marmara region in the 2021-2022 academic year. Mixed method was used in this study. The first part is quantitative and the second part is qualitative data to support the quantitative data. First of all, in order to collect data, Mathematical Literacy Questions and Geometric Thinking Levels Determination Test (MOGDT), consisting of questions about shape and space subject area of mathematical literacy, were developed. This test is criterion referenced. The MOGD Test was created by considering level indicators to measure all van Hiele thinking levels. The development of students in van Hiele geometric thinking levels was examined with the vector approach. According this approach, each level of thinking was divided into five-grade scales, and the achievement degrees of the students were determined with percentile success slices. In order to determine the students assigned to each level, the cut-off points were determined by considering the performance of the students in the test. The success percentages providing the qualifications for assigning the students to the van Hiele thinking levels in the MOGD Test were found to be different for each level. Inter-level oscillations were determined in most of the students. It has been observed that some students with low achievement at one level can be more successful at a higher level. In addition, it was found that the students who could not be assigned to the lower level acquired a higher level of achievement. It has been concluded that while a level continues to develop, higher levels can also begin to develop.