Model for Geometric growth thinking: the impact of visual memory on the Geometric thinking through Geometrey scientific epistemology

The aim of this study was to evaluate the effect of visual memory on the growth of geometric thinking via mediating role of scientific epistemology of geometry (SEG). The confirmatory factor analysis of SEG administered via Structural equation modeling. Meditational analysis was administered via two regression equations namely complete and restricted regression models for determining indirect effect and its significance normal sobel test and GEE were used. The design was correlational descriptive and the statistical population of the study consisted of all student teachers of Isfahan Farhangian University and 550 participants were selected by voluntary method sampling and respond to questionnaire including based on the conceptual model. Including standardized vanHiele geometric thinking levels, also meeker Visual memory types, namely tests CFS, CFC and CFU and researcher made scientific epistemology geometry test. The research findings indicate indirect impact of visual memory on the Geometric thinking as well as the direct impact of Geometry scientific epistemology in Geometric thinking.