Visual mathematics literacy's reflections on the mathematical reasoning of secondary school students

Abstract

The aim of the study is to determine the mathematical reasoning skills of secondary school students in solving everyday life problems and examine the reflections of mathematical visualization on the relationship between geometric thinking levels and visual mathematics literacy skills. The study is designed as a case study using qualitative research methods. Twenty secondary school students were chosen by maximum variation sampling technique. The study consists of two phases of experiment; in the first phase the students' approaches that they used to solve the problems were determined, in the second phase with the help from instructions they were encouraged to add some visual elements. The data was analyzed with the content analysis technique and four main categories were identified. It was seen that students more commonly use numerical approach in solving daily life problems, the students who have a higher geometric thinking level have advanced visual mathematical literacy skills.