Research Article
BibTex RIS Cite

Year 2025, Volume: 9 Issue: 1, 110 - 136, 24.06.2025

Yasemin Gük , Sibel Somyürek

https://doi.org/10.54535/rep.1592074

Abstract

References

  • Ahmad, S. (2021). Geometry learning with Indonesian realistic mathematics education approach. Elementary School Journal, 11(4), 393-405. https://doi.org/10.24114/esjpgsd.v11i4.33331
  • Aşkar, P. & Olkun, S. (2005). PISA 2003 sonuçları açısından okullarda bilgi ve iletişim teknolojileri kullanımı. Eurasian Journal of Educational Research (EJER), (19). 15-34.
  • Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
  • Baykul, Y. (1998). İlköğretim birinci kademede matematik öğretimi [Primary mathematics teaching]. Millî Eğitim Pub.
  • Boaler, J. (1993). The role of contexts in the mathematics classroom: Do they make mathematics more "real"?. For The Learning of Mathematics, 13(2), 12-17.
  • Burke, S. C., Snyder, S., & Rager, R. C. (2009). An assessment of faculty usage of Youtube as a teaching resource. Internet Journal of Allied Health Sciences and Practice, 7(1), 1-8. https://doi.org/10.46743/1540-580X/2009.1227
  • Cantürk-Günhan, B. & Başer, N. (2007). Geometriye yönelik öz-yeterlik ölçeğinin geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 68-76.
  • Cantürk-Günhan, B. & Özen, D. (2010). Prizmalar konusunda drama yönteminin uygulanması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (27), 111-122.
  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences, 2nd edn.(Hillsdale, NJ: L. Erlbaum Associates).
  • Corte, E. D. (2004). Mainstreams and perspectives in research on learning (mathematics) from instruction. Applied Psychology, 53(2), 279-310. https://doi.org/10.1111/j.1464-0597.2004.00172.x
  • Doorman, M., den Heuvel-Panhuizen, V., & Goddijn, A. (2020). The emergence of meaningful geometry. In National Reflections on the Netherlands Didactics of Mathematics (pp. 281-302). Springer, Cham. https://doi.org/10.1007/978-3-030-33824-4_15
  • Duatepe-Paksu, A., Toluk-Uçar, Z., Akkuş, R., Boz-Yaman, B. & Bulut, S. (2022).Geometri öğretim bilgisine giriş [Introduction to geometry teaching knowledge]. In Z. Toluk-Uçar, R. Akkuş, B. Boz-Yaman, A. Duatepe-Paksu ve S. Bulut (Eds.), Geometri Öğretimi [Geometry teaching] (pp. 1-11). Pegem 7.
  • Erdoğan, A., Baloğlu, M., & Kesici, Ş. (2011). Gender differences in geometry and mathematics achievement and self-efficacy beliefs in geometry. Eurasian Journal of Educational Research, 43, 188-205.
  • French, D. (2004). Teaching and learning geometry. London: Continuum.
  • Gravemeijer, K. (1994). Developing Realistic Mathematics Education. Utrecht: CD-ß Press/Freudenthal Institute.
  • Gray, K., Kennedy, G., Waycott, J., Dalgarno, B., Bennett, S., Chang, R., ... & Krause, K. L. (2009). Educating the net generation. A toolkit of resources for Educators in Australian universities.
  • Grosseck, G. (2009). To use or not to use web 2.0 in higher education?. Procedia-Social and Behavioral Sciences, 1(1), 478-482. https://doi.org/10.1016/j.sbspro.2009.01.087
  • Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261-273. https://doi.org/10.2307/749515
  • Jonassen, D. (1991). Evaluating constructivistic learning. Educational Technology, 31(9), 28-33.
  • Jones, K., & Mooney, C. (2003). Making space for geometry in primary mathematics. In: I. Thompson (ed), Enhancing primary mathematics teaching, London: Open University Press. 3-15.
  • Kaba, Y., Boğazlıyan, D. & Daymaz, B. (2016). Ortaokul öğrencilerinin geometriye yönelik tutumlari ve öz-yeterlikleri. The Journal of Academic Social Science Studies, 52, 335-350. https://doi.org/10.9761/JASSS3727
  • Kalın, G. (2010). İlköğretim öğrencilerinin matematik tutumları, öz yeterlikleri, kaygıları ve dersteki başarılarının incelenmesi. Yüksek lisans tezi, Başkent Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kandil, S. (2016). An investigation of the effect of inquiry-based instruction enriched with origami activities on the 7th grade students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry. Yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Kaufman, G. (2004). The psychology of shame: Theory and treatment of shame-based syndromes. Springer Publishing Company.
  • Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., ... & Chang, R. (2009). Educating the Net Generation: A Handbook of findings for Practice and Policy. University of Melbourne Press.
  • Khasawneh, A., Al-Omari, M., & Tilfah, A. (2000). Geometric thought within school mathematics textbooks in Jordan. In Proceedings of the International Conference: Mathematics for Living (pp. 155-161).
  • Lange, J. D. (1996). Using and applying mathematics in education. In International Handbook of Mathematics Education (pp. 49-97). Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1465-0_4
  • Liu, R., Jong, C., & Fan, M. (2024). Reciprocal relationship between self-efficacy and achievement in mathematics among high school students: Large-scale Assessments in Education, 12(1), 14. https://doi.org/10.1186/s40536-024-00201-2
  • Manstead, A. S., & Van Eekelen, S. A. (1998). Distinguishing between perceived behavioral control and self‐efficacy in the domain of academic achievement intentions and behaviors. Journal of Applied Social Psychology, 28(15), 1375-1392. https://doi.org/10.1111/j.1559-1816.1998.tb01682.x
  • MEB, (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Milli Eğitim Bakanlığı, Ankara.
  • MEB, (2019). PISA 2018 Türkiye ön raporu. Millî Eğitim Bakanlığı, Eğitim Analiz ve Değerlendirme Raporları Serisi No:10, Aralık 2019, Ankara.
  • MEB, (2024). TIMSS 2023 Türkiye ön raporu. Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü. https://odsgm.meb.gov.tr/meb_iys_dosyalar/2024_12/04111224_timss_2023_rapor_0412.pdf
  • Mudaly, V., & Naidoo, J. (2015). The concrete-representational-abstract sequence of instruction in mathematics classrooms. Perspectives in Education, 33(1), 42-56.
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Ojose, B. (2011). Mathematics literacy: Are we able to put the mathematics we learn into everyday use?. Journal of Mathematics Education, June 2011, Vol. 4, No. 1, pp. 89-100.
  • Organisation for Economic Co-operation and Development. (1999). Measuring student knowledge and skills: A new framework for assessment. OECD Publishing.
  • Özdemir, E., & Uzel, D. (2013). Gerçekçi matematik eğitimine dayalı geometri öğretiminin öğrenci başarısına etkisi ve öğretimin değerlendirilmesi: Temel ilkeler açısından. Education Sciences, 8(1), 115-132.
  • Özkeleş Çağlayan, S. (2010). Lise 1. sınıf öğrencilerinin geometri dersine yönelik özyeterlik algısı ve tutumunun geometri dersi akademik başarısını yordama gücü. Yayınlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, İstanbul.
  • Pajares, F. & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139. https://doi.org/10.1006/ceps.1998.0991
  • Polat, O., Saban, A. (2019). Educational social media platforms and Edmodo sample application. Journal of Teacher Education and Lifelong Learning, 1 (1), 45-54.
  • Ractham, P., Kaewkitipong, L. & Firpo, D. (2012). The use of Facebook in an introductory MIS course: Social constructivist learning environment. Decision Sciences Journal of Innovative Education, 10(2), 165-188. https://doi.org/10.1111/j.1540-4609.2011.00337.x
  • Schwartz, J. E. (2008). Elementary mathematics pedagogical content knowledge: Powerful ideas for teachers. Pearson/Allyn and Bacon.
  • Sharma, K. J. (2018). Effects of instructional videos and real-life mathematics activity on student achievement and attitude in a community college transitional mathematics course. Doktora tezi, Education in Teachers College, Columbia University.
  • Spence, D. J., & Usher, E. L. (2007). Engagement with mathematics courseware in traditional and online remedial learning environments: Relationship to self-efficacy and achievement. J. Educational Computing Research, 37(3), 267–288. https://doi.org/10.2190/EC.37.3.c
  • Stevens, T., Olivarez, A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between hispanic and white students. Hispanic Journal of Behavioral Sciences, 28(2), 161– 186. https://doi.org/10.1177/0739986305286103
  • Townsend, C. A. (2016). Culturally relevant mathematics for high poverty 8th graders: Influences on mathematics self-efficacy. Doktora tezi, Washington State University.
  • Ünal, Z. A. & Ipek, A. S. (2009). The effect of realistic mathematics education on 7th grade students' achievements in multiplication of integers. Eğitim ve Bilim, 34(152), 60.
  • Üredi, İ., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2).
  • Waycott, J., Dalgarno, B., Kennedy, G., & Bishop, A. (2012). Making science real: Photo-sharing in biology and chemistry. Research in Learning Technology, 20(2), n2. doi: https://doi.org/10.3402/rlt.v20i0.16151
  • Waycott, J. & Kennedy, G. (2009). Mobile and web 2.0 technologies in undergraduate science: Situating learning in everyday experience. ASCILITE 2009, Auckland. https://doi.org/10.3402/rlt.v20i0.16151
  • Wubbels, T., Korthagen, F. & Broekman, H. (1997). Preparing teachers for realistic mathematics education. Educational Studies in Mathematics, 32(1), 1-28. https://doi.org/10.1023/A:1002900522457
  • Yang, Y., Maeda, Y., & Gentry, M. (2024). The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019. Large-scale Assessments in Education, 12(1), 16. https://doi.org/10.1186/s40536-024-00204-z
  • Zulkardi, Z. (1999). How to design mathematics lessons based on the realistic approach.

Investigating the Impact of Real-World Contexts on Geometry Learning and Student Perceptions

Year 2025, Volume: 9 Issue: 1, 110 - 136, 24.06.2025

Yasemin Gük , Sibel Somyürek

https://doi.org/10.54535/rep.1592074

Abstract

This study aims to examine the change in the self-efficacy beliefs of secondary school students towards geometry after a specific pedagogical practice and investigate their views on the learning process and learning environment. In this approach, students engaged in activities that helped them connect their theoretical geometry knowledge to real-life situations. The students were required to actively participate in these activities such as taking pictures of geometric shapes they encounter in their daily lives and sharing them in a closed social learning environment with the appropriate tags. The research was carried out using the case study method. Various qualitative and quantitative data were collected through multiple record sources. Quantitative results show that the students' self-efficacy beliefs towards geometry were significantly higher after the pedagogical practice. Qualitative analyses were carried out to reveal students' perceptions of mathematics courses, their perceptions of learning activities, their views on the reflection process, their general evaluations, and the problems they experienced as a result of the learning experience. It was seen that the learning experience and learning environment were generally evaluated positively by the students and various contributions were expressed.

Keywords

Authentic learning Real-world contexts Self-efficacy beliefs in geometry

References

  • Ahmad, S. (2021). Geometry learning with Indonesian realistic mathematics education approach. Elementary School Journal, 11(4), 393-405. https://doi.org/10.24114/esjpgsd.v11i4.33331
  • Aşkar, P. & Olkun, S. (2005). PISA 2003 sonuçları açısından okullarda bilgi ve iletişim teknolojileri kullanımı. Eurasian Journal of Educational Research (EJER), (19). 15-34.
  • Bandura, A. (1977). Self-Efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191. https://doi.org/10.1037/0033-295X.84.2.191
  • Baykul, Y. (1998). İlköğretim birinci kademede matematik öğretimi [Primary mathematics teaching]. Millî Eğitim Pub.
  • Boaler, J. (1993). The role of contexts in the mathematics classroom: Do they make mathematics more "real"?. For The Learning of Mathematics, 13(2), 12-17.
  • Burke, S. C., Snyder, S., & Rager, R. C. (2009). An assessment of faculty usage of Youtube as a teaching resource. Internet Journal of Allied Health Sciences and Practice, 7(1), 1-8. https://doi.org/10.46743/1540-580X/2009.1227
  • Cantürk-Günhan, B. & Başer, N. (2007). Geometriye yönelik öz-yeterlik ölçeğinin geliştirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 68-76.
  • Cantürk-Günhan, B. & Özen, D. (2010). Prizmalar konusunda drama yönteminin uygulanması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (27), 111-122.
  • Cohen, J. (1988). Statistical power analysis for the behavioural sciences, 2nd edn.(Hillsdale, NJ: L. Erlbaum Associates).
  • Corte, E. D. (2004). Mainstreams and perspectives in research on learning (mathematics) from instruction. Applied Psychology, 53(2), 279-310. https://doi.org/10.1111/j.1464-0597.2004.00172.x
  • Doorman, M., den Heuvel-Panhuizen, V., & Goddijn, A. (2020). The emergence of meaningful geometry. In National Reflections on the Netherlands Didactics of Mathematics (pp. 281-302). Springer, Cham. https://doi.org/10.1007/978-3-030-33824-4_15
  • Duatepe-Paksu, A., Toluk-Uçar, Z., Akkuş, R., Boz-Yaman, B. & Bulut, S. (2022).Geometri öğretim bilgisine giriş [Introduction to geometry teaching knowledge]. In Z. Toluk-Uçar, R. Akkuş, B. Boz-Yaman, A. Duatepe-Paksu ve S. Bulut (Eds.), Geometri Öğretimi [Geometry teaching] (pp. 1-11). Pegem 7.
  • Erdoğan, A., Baloğlu, M., & Kesici, Ş. (2011). Gender differences in geometry and mathematics achievement and self-efficacy beliefs in geometry. Eurasian Journal of Educational Research, 43, 188-205.
  • French, D. (2004). Teaching and learning geometry. London: Continuum.
  • Gravemeijer, K. (1994). Developing Realistic Mathematics Education. Utrecht: CD-ß Press/Freudenthal Institute.
  • Gray, K., Kennedy, G., Waycott, J., Dalgarno, B., Bennett, S., Chang, R., ... & Krause, K. L. (2009). Educating the net generation. A toolkit of resources for Educators in Australian universities.
  • Grosseck, G. (2009). To use or not to use web 2.0 in higher education?. Procedia-Social and Behavioral Sciences, 1(1), 478-482. https://doi.org/10.1016/j.sbspro.2009.01.087
  • Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261-273. https://doi.org/10.2307/749515
  • Jonassen, D. (1991). Evaluating constructivistic learning. Educational Technology, 31(9), 28-33.
  • Jones, K., & Mooney, C. (2003). Making space for geometry in primary mathematics. In: I. Thompson (ed), Enhancing primary mathematics teaching, London: Open University Press. 3-15.
  • Kaba, Y., Boğazlıyan, D. & Daymaz, B. (2016). Ortaokul öğrencilerinin geometriye yönelik tutumlari ve öz-yeterlikleri. The Journal of Academic Social Science Studies, 52, 335-350. https://doi.org/10.9761/JASSS3727
  • Kalın, G. (2010). İlköğretim öğrencilerinin matematik tutumları, öz yeterlikleri, kaygıları ve dersteki başarılarının incelenmesi. Yüksek lisans tezi, Başkent Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kandil, S. (2016). An investigation of the effect of inquiry-based instruction enriched with origami activities on the 7th grade students’ reflection symmetry achievement, attitudes towards geometry and self-efficacy in geometry. Yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Kaufman, G. (2004). The psychology of shame: Theory and treatment of shame-based syndromes. Springer Publishing Company.
  • Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., ... & Chang, R. (2009). Educating the Net Generation: A Handbook of findings for Practice and Policy. University of Melbourne Press.
  • Khasawneh, A., Al-Omari, M., & Tilfah, A. (2000). Geometric thought within school mathematics textbooks in Jordan. In Proceedings of the International Conference: Mathematics for Living (pp. 155-161).
  • Lange, J. D. (1996). Using and applying mathematics in education. In International Handbook of Mathematics Education (pp. 49-97). Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1465-0_4
  • Liu, R., Jong, C., & Fan, M. (2024). Reciprocal relationship between self-efficacy and achievement in mathematics among high school students: Large-scale Assessments in Education, 12(1), 14. https://doi.org/10.1186/s40536-024-00201-2
  • Manstead, A. S., & Van Eekelen, S. A. (1998). Distinguishing between perceived behavioral control and self‐efficacy in the domain of academic achievement intentions and behaviors. Journal of Applied Social Psychology, 28(15), 1375-1392. https://doi.org/10.1111/j.1559-1816.1998.tb01682.x
  • MEB, (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Milli Eğitim Bakanlığı, Ankara.
  • MEB, (2019). PISA 2018 Türkiye ön raporu. Millî Eğitim Bakanlığı, Eğitim Analiz ve Değerlendirme Raporları Serisi No:10, Aralık 2019, Ankara.
  • MEB, (2024). TIMSS 2023 Türkiye ön raporu. Ölçme, Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü. https://odsgm.meb.gov.tr/meb_iys_dosyalar/2024_12/04111224_timss_2023_rapor_0412.pdf
  • Mudaly, V., & Naidoo, J. (2015). The concrete-representational-abstract sequence of instruction in mathematics classrooms. Perspectives in Education, 33(1), 42-56.
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Ojose, B. (2011). Mathematics literacy: Are we able to put the mathematics we learn into everyday use?. Journal of Mathematics Education, June 2011, Vol. 4, No. 1, pp. 89-100.
  • Organisation for Economic Co-operation and Development. (1999). Measuring student knowledge and skills: A new framework for assessment. OECD Publishing.
  • Özdemir, E., & Uzel, D. (2013). Gerçekçi matematik eğitimine dayalı geometri öğretiminin öğrenci başarısına etkisi ve öğretimin değerlendirilmesi: Temel ilkeler açısından. Education Sciences, 8(1), 115-132.
  • Özkeleş Çağlayan, S. (2010). Lise 1. sınıf öğrencilerinin geometri dersine yönelik özyeterlik algısı ve tutumunun geometri dersi akademik başarısını yordama gücü. Yayınlanmamış Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi, İstanbul.
  • Pajares, F. & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139. https://doi.org/10.1006/ceps.1998.0991
  • Polat, O., Saban, A. (2019). Educational social media platforms and Edmodo sample application. Journal of Teacher Education and Lifelong Learning, 1 (1), 45-54.
  • Ractham, P., Kaewkitipong, L. & Firpo, D. (2012). The use of Facebook in an introductory MIS course: Social constructivist learning environment. Decision Sciences Journal of Innovative Education, 10(2), 165-188. https://doi.org/10.1111/j.1540-4609.2011.00337.x
  • Schwartz, J. E. (2008). Elementary mathematics pedagogical content knowledge: Powerful ideas for teachers. Pearson/Allyn and Bacon.
  • Sharma, K. J. (2018). Effects of instructional videos and real-life mathematics activity on student achievement and attitude in a community college transitional mathematics course. Doktora tezi, Education in Teachers College, Columbia University.
  • Spence, D. J., & Usher, E. L. (2007). Engagement with mathematics courseware in traditional and online remedial learning environments: Relationship to self-efficacy and achievement. J. Educational Computing Research, 37(3), 267–288. https://doi.org/10.2190/EC.37.3.c
  • Stevens, T., Olivarez, A., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between hispanic and white students. Hispanic Journal of Behavioral Sciences, 28(2), 161– 186. https://doi.org/10.1177/0739986305286103
  • Townsend, C. A. (2016). Culturally relevant mathematics for high poverty 8th graders: Influences on mathematics self-efficacy. Doktora tezi, Washington State University.
  • Ünal, Z. A. & Ipek, A. S. (2009). The effect of realistic mathematics education on 7th grade students' achievements in multiplication of integers. Eğitim ve Bilim, 34(152), 60.
  • Üredi, İ., & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 1(2).
  • Waycott, J., Dalgarno, B., Kennedy, G., & Bishop, A. (2012). Making science real: Photo-sharing in biology and chemistry. Research in Learning Technology, 20(2), n2. doi: https://doi.org/10.3402/rlt.v20i0.16151
  • Waycott, J. & Kennedy, G. (2009). Mobile and web 2.0 technologies in undergraduate science: Situating learning in everyday experience. ASCILITE 2009, Auckland. https://doi.org/10.3402/rlt.v20i0.16151
  • Wubbels, T., Korthagen, F. & Broekman, H. (1997). Preparing teachers for realistic mathematics education. Educational Studies in Mathematics, 32(1), 1-28. https://doi.org/10.1023/A:1002900522457
  • Yang, Y., Maeda, Y., & Gentry, M. (2024). The relationship between mathematics self-efficacy and mathematics achievement: multilevel analysis with NAEP 2019. Large-scale Assessments in Education, 12(1), 16. https://doi.org/10.1186/s40536-024-00204-z
  • Zulkardi, Z. (1999). How to design mathematics lessons based on the realistic approach.
There are 53 citations in total.

Details

Primary Language English
Subjects Instructional Technologies, Informal Learning, Educational Technology and Computing
Journal Section Articles
Authors

Yasemin Gük 0000-0001-9824-9717

Sibel Somyürek 0000-0001-7803-1438

Early Pub Date June 24, 2025
Publication Date June 24, 2025
Submission Date November 27, 2024
Acceptance Date March 14, 2025
Published in Issue Year 2025 Volume: 9 Issue: 1

Cite

APA Gük, Y., & Somyürek, S. (2025). Investigating the Impact of Real-World Contexts on Geometry Learning and Student Perceptions. Research on Education and Psychology, 9(1), 110-136. https://doi.org/10.54535/rep.1592074
 Download Cover Image

17908

All the articles published in REP are licensed with "Creative Commons Attribution 4.0 International License"