DOI: 10.14686/buefad.1870579 ISSN: 1308-7177

Concrete Materials in the Teaching of Geometric Solids: Availability and Usage in Middle Schools

Ali İhsan Mut, Himmet Korkmaz
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Purpose: This study aimed to examine middle school mathematics teachers’ use of concrete materials in the teaching of geometric solids and to determine the availability of such materials in schools. Method: A descriptive research design was employed. The participants were 25 mathematics teachers working in middle schools in a city in Türkiye’s Southeastern Anatolia Region, selected through a combination of stratified purposeful sampling and criterion sampling. The data were analyzed using descriptive statistical methods and qualitative content analysis. Findings: The findings revealed that most concrete materials suitable for teaching geometric solids were not available in schools. Teachers predominantly used available materials, while alternative strategies, such as using handmade or student-made models, providing real-life examples, and employing interactive whiteboards, were adopted when concrete materials were unavailable. Most teachers did not express views regarding the reasons for material shortages. Although teachers reported informing school administrators verbally or in writing about missing materials, no improvements in material provision were observed, despite administrators’ awareness of these deficiencies. Conclusion: Overall, the results indicate that the use of concrete materials is strongly constrained by material availability and systemic or administrative barriers. The study concludes with implications and recommendations for educational policy, school administration, teacher education, and future research.

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