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Conducted in the fall semester of 2018–2019, the research used a survey model with 88 students from two middle schools in Erzincan, Turkey. A geometric transformation achievement test of 20 questions and the first 15 items of the Van Hiele geometric thinking test were administered at different times. SPSS analyses included descriptive statistics, independent samples t test, and Pearson correlation, revealing a significant relationship but lower-than-expected geometric thinking levels, with no significant gender mean differences across schools.",{"@graph":69,"@context":126},[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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigation-of-mathematics-achievements-of-eighth-grade-students-on-transformation-geometry-and-van-hiele-geometric-thinking-levels/596278/",{"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/investigation-of-mathematics-achievements-of-eighth-grade-students-on-transformation-geometry-and-van-hiele-geometric-thinking-levels/596278.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To investigate eighth grade students’ mathematics achievement in geometric transformation and their geometric thinking levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many students and which test instruments were used?",{"text":117,"@type":113},"The sample included 88 students from two middle schools, using a 20-question geometric transformation achievement test and the first 15 questions of the Van Hiele geometric thinking test.",{"name":119,"@type":110,"acceptedAnswer":120},"What analytical methods were applied?",{"text":121,"@type":113},"SPSS was used for descriptive statistics and inferential analysis, including independent samples t test and Pearson correlation.",{"name":123,"@type":110,"acceptedAnswer":124},"What were the main findings regarding relationships and gender differences?",{"text":125,"@type":113},"There was a significant relationship between Van Hiele geometric thinking and transformation geometry performance, but students’ thinking levels were below the expected level; mean differences between boys and girls were not statistically significant across schools.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},596278,1792188522,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Investigation of Mathematics Achievements of Eighth Grade Students on Transformation Geometry and Van Hiele Geometric  \nThinking Levels  \nYeşim Buyruk Akil*, Onur Alp İlhan** and Sevim Sevgi***  \nAbstract  \nThe study aimed to investigate the mathematics achievement of eighth grade students on geometric transformation and geometric thinking levels. This research was carried out in the fall semester of 2018-2019. The sample was 88 students from two different middle schools in an urban area of Erzincan, Turkey. The survey model was used. The geometric transformation achievement test with 20 questions and the first 15 questions of the van Hiele geometric thinking test, which are suitable for the middle school student level, were administered to students at different times. SPSS was used to conduct analysis for descriptive statistics, standard deviation, percentage, mean and frequency, independent samples t test, and Pearson correlation. Pearson correlation was conducted to determine the relationship between the total scores that the students got from the van Hiele geometric thinking test and geometric transformation achievement test. While there was a significant relationship between the van Hiele geometry test and transformation geometry test, the geometric thinking levels of the students were below the expected level. There was no statistically significant mean difference between the boy and girl students across the schools.  \nKeywords: Geometry, Geometric transformation, Geometric thinking, eighth grade, van Hiele  \n* Specialist, Ministry of National Education, Erzincan, Turkey.  \n[Email: ybbuyruk@gmail.com](Email: ybbuyruk@gmail.com)  \n**  \nProfessor, Department of Mathematics and Science Education, Faculty of Education, Erciyes University, Kayseri, Turkey, Email: [oailhan@erciyes.edu.tr](oailhan@erciyes.edu.tr)  \n***Associate Professor, Department of Mathematics and Science Education, Faculty of Education, Erciyes University, Kayseri, Turkey. Email: [sevimsevgi@erciyes.edu.tr](sevimsevgi@erciyes.edu.tr)  \nIntroduction  \nThrough human history, one of the oldest sciences is mathematics. Humans’ curiosity opened the doors of science to them. Humans have been trying to understand, explain, recognize, and dominate the events from the day they existed in the world. It is an evident fact that humans, who use this effort, use mathematics as a tool in development of technology direction (Çağlar & Ersoy, 1997, p. 194). Today, the contribution of technology in the continuous advancement of science, updating existing information, and even finding new information is an undeniable fact. Skills, abilities, and knowledge about science are anticipated from students are in this advancing progress. People, who want to live in a more modern environment, should use such widely used technology effectively in the service industry.  \nEducation has a share in this rapid advancement in technology. If countries do not want to be left behind, teachers need to adjust their needs because we can evaluate technological development as a product of the educational process. Technological developments have made it possible to look at education from different perspectives. Education in today’s age, where knowledge is seen as equivalent to power; aims to raise individuals who use, strive to present, classify, and share the information produced. For this reason, individuals, who can keep pace with change, are constantly curious and willing to learn, and those who can determine the needs of the age, will be entitled to live comfortably in the future (Öğüt, Altun, Sulak, & Koçer, 2004). The field of mathematics has also taken its share from new technological developments. Rapid developments in educational technologies have changed mathematics, understanding, and making sense over time.  \nGenerally, the knowledge of process, the knowledge of numbers, and figures taught in mathematics are taught as the knowledge of rules with reasoning skills included. Thus, the defin","cbCait5FNMznrgae","https://ap.wps.com/l/cbCait5FNMznrgae","pdf",378149,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate eighth grade students’ mathematics achievement in geometric transformation and their geometric thinking levels.\"},{\"question\":\"How many students and which test instruments were used?\",\"answer\":\"The sample included 88 students from two middle schools, using a 20-question geometric transformation achievement test and the first 15 questions of the Van Hiele geometric thinking test.\"},{\"question\":\"What analytical methods were applied?\",\"answer\":\"SPSS was used for descriptive statistics and inferential analysis, including independent samples t test and Pearson correlation.\"},{\"question\":\"What were the main findings regarding relationships and gender differences?\",\"answer\":\"There was a significant relationship between Van Hiele geometric thinking and transformation geometry performance, but students’ thinking levels were below the expected level; mean differences between boys and girls were not statistically significant across schools.\"}]","Investigation of Mathematics Achievements of Eighth Grade Students on Transformation Geometry and Van Hiele Geometric Thinking Levels | PDF",1792082781,48]