Akademik Veri Yönetim Sistemi
7TH INTERNATIONAL SYMPOSIUM ON NEW ISSUES IN TEACHER EDUCATION, Bursa, Türkiye, 3 - 05 Eylül 2025, ss.46, (Özet Bildiri)
This study examined how a rectangular sheet of paper can be divided into equal units using paper folding techniques, and this process was evaluated in terms of the development of mathematical thinking skills. Adhering to the principles of Euclidean geometry, division by a specific ratio, achieved solely through folding, offers a concrete and experiential learning environment, particularly in geometry teaching. In this study, step-by-step folding instructions were developed based on the given sheet of paper, and the process of dividing the paper into two, four, and eight equal parts was explained. The instructions asked how many different ways they could divide an area equal to half, one-fourth, and one-eighth of the paper. They were also asked to evaluate the activities based on their overall assessments. The study group consisted of 14 pre-service mathematics teachers at a state University, TR in Turkey. Participants were selected using a purposive sampling method. Thirteen open-ended questions were used as data collection tools. Data analysis was conducted using content analysis. The findings of the study indicated that the students failed to grasp the principles of Euclidean geometry. As a result, they tended to explain the whole-part relationship either through algebraic calculations or analytical thinking, but they were unable to clarify the why-how questions according to Euclid's understanding. An examination of the self-assessments of the participating students indicated that origami contributes to conceptual learning about the whole-part relationship and offers an experimental and practical alternative, particularly regarding the determination of the unit.