The purpose of this research is to show the efficiency of the developed curriculum of geometric figures in compulsory level based on the theoretical framework in order to mediate between elementary and secondary school mathematics. Especially, we focus on the transformation of the students’ logical recognition of geometric figures through a four-year prospective practice. During this four-year practice, teaching units that aimed to progress students’ awareness toward the relationship between properties of a geometric figure were developed and practiced.
In this paper, we are interested in transformation of the students’ logical recognition who have been taking part in through out the four-year prospective practice. After the lessons which were designed to initiate into the learning/teaching of proof at the 8th grade, the transformation of the students’ logical recognition of geometric figure were evaluated by the use of the same performance task developed four year ago. The result of the evaluation shows that the developed curriculum is effective to promote the transformation of the logical recognition of geometric figures.
