caa a22 4500 445881836 CHVBK 20180317145546.0 cr unu---uuuuu 170323e20111101xx s 000 0 eng 10.1007/s10649-011-9324-3 doi (NATIONALLICENCE)springer-10.1007/s10649-011-9324-3 Yanik H. Center for Mathematics Education, Faculty of Education, Anadolu University, 26470, Eskisehir, Turkey aut Prospective middle school mathematics teachers' preconceptions of geometric translations [Elektronische Daten] [H. Yanik] This article reports an analysis of 44 prospective middle school mathematics teachers' pre-existing knowledge of rigid geometric transformations, specifically the geometric translations. The main data source for this study was the participants' responses to the tasks that were presented during semi-structured clinical interviews. The findings of the study revealed that prospective teachers had difficulties recognizing, describing, executing, and representing geometric translations. The results indicated that teacher candidates held various views about the geometric translations: (1) translation as rotational motion, (2) translation as translational motion, and (3) translation as mapping. The results further revealed various interpretations of the vector that defines translations: (1) vector as a force, (2) vector as a line of symmetry, (3) vector as a direction indicator, and (4) vector as a displacement. Although many of the teacher candidates interviewed knew that a vector has a magnitude and a direction, this knowledge did not generally lead them to conclude that vectors define translations. Springer Science+Business Media B.V., 2011 Preconceptions nationallicence Geometric translations nationallicence Prospective middle school mathematics teachers nationallicence Educational Studies in Mathematics Springer Netherlands 78/2(2011-11-01), 231-260 0013-1954 78:2<231 2011 78 10649 https://doi.org/10.1007/s10649-011-9324-3 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-011-9324-3 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Yanik H. Center for Mathematics Education, Faculty of Education, Anadolu University, 26470, Eskisehir, Turkey aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 78/2(2011-11-01), 231-260 0013-1954 78:2<231 2011 78 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer