On the Teaching Polygons to Primary School 7th Grade Students Using Vee Diagrams and Mind Maps

Abstract

This study investigates the influence of teaching “polygons”, which is a subject covered in seventh grade mathematics course in primary education, focusing on the impacts of using vee diagrams and mind maps on student achievement and the permanence of knowledge. Pretest-posttest control group design was used in the study, which was carried out with 39 seventh grade students in the 2010-2011 academic year. Two groups were formed out of these students through random sampling. Polygons were taught to the experimental group using vee diagrams and mind maps while they were taught to the control group through the traditional method (in accordance with the 7th grade curriculum). The research data were collected via an achievement test consisting of 35 questions, which was developed by the researcher. At the end of teaching, a posttest was administered to both groups. Then the views of the experimental group students about mind maps and vee diagrams were received. 40 days after the end of teaching, a permanence test made up of the questions asked in pretest and posttest was administered to the experimental group and the control group students. A significant difference was found between the scores achieved by the groups in the permanence test (F(1.37)=4.398;p<.05 ). The results of this study show that mind mapping and vee diagramming are more effective than traditional teaching and have an influence on permanence.