[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588854-105":59,"doc-detail-588854-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","determination-of-students-performance-in-tessellations","DETERMINATION OF STUDENTS’ PERFORMANCE IN TESSELLATIONS","","This study investigates the tessellation performance of 8th-grade students and the factors that influence their performance. Student results are analyzed in two dimensions: identification of tessellations and completion of tessellations. A diagnostic test with two main questions—determining whether motifs are tessellations and completing tessellations—was administered to 40 eighth graders. Findings indicate strong identification performance and differences in completion performance across tessellation types, along with additional influencing factors.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/determination-of-students-performance-in-tessellations/588854/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/determination-of-students-performance-in-tessellations/588854.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of this study on tessellations?","Question",{"text":112,"@type":113},"The study aimed to investigate 8th-grade students’ tessellation performance and the factors affecting it.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were student performances assessed in the diagnostic test?",{"text":117,"@type":113},"Performance was examined through two dimensions: identification of whether motifs are tessellations and completion of tessellations.",{"name":119,"@type":110,"acceptedAnswer":120},"What main differences did the findings show?",{"text":121,"@type":113},"Students performed well in determining whether a pattern is a tessellation, while completion performance varied according to tessellation types, with additional influencing factors identified.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588854,1792191753,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","DETERMINATION OF STUDENTS’ PERFORMANCE IN  \nTESSELLATIONS  \nFunda AYDIN-GÜÇ, Mihriban HACISALIHOĞLU-KARADENIZ  \nAbstract: The purpose of this study was to investigate the tessellation performance of 8th-grade students and factors affecting their performance. Student performances have been examined in two dimensions: identification and completion of tessellation. In this context, a diagnostic test containing two main questions with the content of determining whether the motifs are tessellationsand completing the tessellations was prepared. The test was applied to 40 eighth grade students.  \nThe findings show that students exhibited good performances in determining whether a pattern is tessellation and their performances were close to each other according to tessellation types. It was found that students’ completion performances of the tessellation varied according to the tessellation types. In addition, the factors affecting these performances were also revealed as a result of the study.  \nKey words: geometry, transformation geometry, pattern, tessellation, students’ understandings  \n1. Introduction  \nMath is the language of the universe and allows you to interpret real life. Perhaps the most concrete examples of the issues that mathematics has dealt with in real life are patterns. There is always a pattern in the order of our behavior during the day, inside a sunflower, in the snail shell, and the flow of water. Therefore, students develop a series of informal ideas about some concepts, such as patterns, gradually through their experiences in everyday life (National Council of Teachers of Mathematics [NCTM], 2000) . In order to understand these relationships and transfer them to future thoughts (exp. Understanding the real life, functions, problem solving, algebraic thinking), patterns have been added to the content of mathematics teaching programs of countries (Australian Education Council [AEC] Curriculum Corporation, 1994; NCTM, 2000; Ministry of Education [MOE], 2009) . Tessellations, which are the application of patterns in art, have been taken into consideration, and “transformation geometry”, in which patterns and tessellations are covered, has been included in mathematics curricula implemented in Turkey as a sub-learning domain. In the mathematics curriculum from middle school,“Transformation Geometry”, a sub-learning domain of the “Geometry and Measurement” learning domain, is taken into consideration from a very early age. In the 7th grade, “determination of translation or reflection transformations in patterns, motifs, and other similar images” activities are recommended to achieve “being able to form the image of a planar shape that emerges as a result of successive translations and reflections” learning outcome. In the 8th grade, “determination of transformations in various patterns and tessellations” activities are recommended to achieve “being able to form the images of shapes that emerge as a result of maximum two successive translations, reflections, or rotations” learning outcome. As is seen above, not only patterns but also tessellations formed with patterns are treated as part of mathematics education, and students are expected to look at certain tessellations from a mathematical perspective. Therefore, tessellation must be defined in the first place.  \n1. 1. Patterns and Tessellations  \nPatterns are defined as an orderly arranged repeated combination of a set of elements such as geometric figures, symbols, actions, or mathematical objects (e.g. numbers, shapes) (Fox, 2005;  \nWater, 2004) . For example, it is a pattern that we wake up in the morning, wear our slippers, wash our hands and face, and brush our teeth. Setting a square and a triangle in type square-triangle-squaretriangle, respectively, is also a pattern. The order of numbers in the form of 2,4,6,8,10 ... is also a pattern. Figure 1 shows an expanding pattern.  \nFigure 1. Expanding pattern  \nIn mathematics, tessellations are repeated patterns of","cbCaiiyxYm3YTQ0c","https://ap.wps.com/l/cbCaiiyxYm3YTQ0c","pdf",557792,12,"English","# Introduction\n## Patterns and Tessellations","[{\"question\":\"What was the purpose of this study on tessellations?\",\"answer\":\"The study aimed to investigate 8th-grade students’ tessellation performance and the factors affecting it.\"},{\"question\":\"How were student performances assessed in the diagnostic test?\",\"answer\":\"Performance was examined through two dimensions: identification of whether motifs are tessellations and completion of tessellations.\"},{\"question\":\"What main differences did the findings show?\",\"answer\":\"Students performed well in determining whether a pattern is a tessellation, while completion performance varied according to tessellation types, with additional influencing factors identified.\"}]","DETERMINATION OF STUDENTS’ PERFORMANCE IN TESSELLATIONS | PDF",1792066065]