Cognitive styles, dynamic geometry and measurement performance (original) (raw)
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Eurasian Journal of Educational Research, 2009
Problem Statement: International studies, such as the repeat of Trends in International Mathematics and Science Study and Programme for International Student Assessment, have shown that the mathematics achievements of Turkish students are lower than the international average. Geometry is an area of particular weakness. The use of dynamic computer environments has been advocated as a means to improve student understanding and problem-solving skills in geometry. Although a number of research studies have utilized dynamic geometry software as a tool for investigating students' learning of geometrical concepts, most are case studies with very small samples of students. Therefore, there is a need for experimental studies about the effects of dynamic geometry environments on students' learning of various geometrical concepts. Purpose of Study: The purpose of this study was to compare the effects of instruction utilizing a dynamic geometry environment (Le., Geometer's Sketchpad) to traditional lecture-based instruction on seventh grade students' learning of line, angle, and polygon concepts. Methods: A pre-test, post-test and delayed-post-test experimental-control group design was utilized. One of the two seventh grade classes in an elementary school was randomly aSSigned as the experimental group and the other as the control group. There were 15 girls and 16 boys in the experimental group and 17 girls and 15 boys in the control group with ages Assoc. Prof. Dr., Middle East Technical University Faculty of Education, Turkey, ubuZ'!.I'melu.edu.lr (Corresponding author) ..
Eurasian Journal of …, 2009
Problem Statement: International studies, such as the repeat of Trends in International Mathematics and Science Study and Programme for International Student Assessment, have shown that the mathematics achievements of Turkish students are lower than the international average. Geometry is an area of particular weakness. The use of dynamic computer environments has been advocated as a means to improve student understanding and problem-solving skills in geometry. Although a number of research studies have utilized dynamic geometry software as a tool for investigating students' learning of geometrical concepts, most are case studies with very small samples of students. Therefore, there is a need for experimental studies about the effects of dynamic geometry environments on students' learning of various geometrical concepts. Purpose of Study: The purpose of this study was to compare the effects of instruction utilizing a dynamic geometry environment (Le., Geometer's Sketchpad) to traditional lecture-based instruction on seventh grade students' learning of line, angle, and polygon concepts. Methods: A pre-test, post-test and delayed-post-test experimental-control group design was utilized. One of the two seventh grade classes in an elementary school was randomly aSSigned as the experimental group and the other as the control group. There were 15 girls and 16 boys in the experimental group and 17 girls and 15 boys in the control group with ages Assoc. Prof. Dr., Middle East Technical University Faculty of Education, Turkey, ubuZ'!.I'melu.edu.lr (Corresponding author) ..
The Effects of Dynamic Geometry Software on Learning Geometry
2012
The aim of this paper is to present the findings of a pilot study which was designed to collect data about the effects of using dynamic geometry software in the tenth grade geometry lessons on the students’ geometric t hinking, geometry achievement and ability of doing proofs in geometry. It was a q uasiexperimental study in which treatment groups were given dynamic geometry activi ties during the geometry lessons. The findings revealed that the students’ s core from geometric thinking test and proof test increased significantly with respect to the students’ who did not experience those activities.
In this study, we administrated dynamic geometry activities which provide students opportunities to explore and estimate geometric figures to connect measurement estimation with geometry. The aim of the study is to investigate effects of using dynamic geometry activities on eighth graders’ achievement levels and estimation performances in triangles. The study was designed a quantitative research design. A pretest – posttest experimental study was employed to investigate using dynamic geometry activities on eighth grade students’ achievement level and estimation performance in triangles. Participants were 63 eighth graders. The participants’ ages vary between 13 and 14 years. Since the school is a public school, it contains students at nearly every socio-economic level. Experimental group consists of 32 students and comparison group consists of 31 students. Dynamic geometry supported instruction and traditional instruction methods were used in experimental and comparison groups, respectively. The results revealed that teaching triangles with instruction supported by dynamic geometry activities increased eighth graders’ performance in triangles. In addition, the instruction supported by dynamic geometry activities had significant effects on eighth graders’ estimation performances in triangles. Using dynamic geometry activities provides students experiences about conceptual bases of the relations in triangles. Therefore, students who take a dynamic geometry instruction make better estimations than those who did not take.
Cognitive Styles in Solving Educational Tasks
Journal of History Culture and Art Research, 2019
The article considers the influence of cognitive styles and individual features of perception and coding information on teaching geometry. Cognitive styles can determine success in learning, as they are manifested in the individual characteristics of the cognitive processes of students, their ways of perception, thinking, and action. Special attention is paid to the problems of connection of cognitive styles with interhemispheric brain asymmetry, level of intelligence, and motivation of a personality. The article underlines a very important for the learning process individual characteristic of a student. It is 'differentiation of the field', which means the influence of differences of the external environment on human decision-making. Differentiation of the field is described in terms of field dependence-field independence. Field dependence as a cognitive style means dominance of the whole, a lack of differentiation of parts in an image of perception, a disability to overcome the context, to select separate stimuli from the background. Field independence is an ability to resist the influence of conflicting background signs in the perception of visual forms and ties, an ability to perceive the whole, to allocate parts from complex figures, to choose stimuli from a context. In the conducted experimental research there were offered examples of tasks that allow to form cognitive 'flexibility' and overcome difficulties of students in analyzing geometric problems text. There were highlighted types of such tasks that were characterized by an educational effect. The conclusions from the experiment show that taking into account the parameters of cognitive styles with regular use of the system of developed tasks has a positive impact on the achievement of subject results in teaching students. The analysis of scientific and educational literature was carried out in order to make the understanding of the categories in this insufficiently researched area available to a wide range of school teachers.
The purpose of this study was to describe the effects of the use of dynamic geometry software on students' achievement on traditional assessments and students' attitudes towards geometry. The participants in this study included sixty-eight ninth-grade Geometry students. Students were taught using the software program The Geometer's Sketchpad twice a week during a 3-week unit on "Circles." Results of the study showed no significant difference in student assessment scores when compared to results from the previous years. In terms of gender, male students performed at a higher level than female students on the unit assessment. A student attitude questionnaire was administered at the start and conclusion of the study. Survey results indicate that using the software did not significantly change student attitudes. It was determined that future technology use should be varied. It should include technology use in teacher-led instruction and technology use in a more self-directed environment. Another implication is that student attitudes should be assessed periodically.
The purpose of this study was to investigate the analytical and holistic thinking styles of 7 th grade students who were taught polygons in a learning environment assisted with a dynamic geometry software (DGS) by using the Structure of the Observed Learning Outcome (SOLO) taxonomy. The study employed a qualitative action research design. The study group was composed of 16 seventh grade students. "The Problem-Solving Holistic and Analytical Thinking Scale" was administrated to determine whether students were analytical or holistic thinkers. In addition, the "Preliminary Level Assessment Examination" was administrated to reveal students' levels of comprehension of polygons. A three-week implementation was put into practice with the activities developed for the computer environment created by using the Geogebra software for the sub-learning domain of polygons. Following the applications, the "Final Level Assessment Examination" was administrated. In addition, the diaries were collected to determine students' opinions on this learning environment. Students' diaries were analyzed by performing content analysis. The data obtained from the Preliminary and Final Level Assessment Examinations were analyzed based on the the SOLO taxonomy. The results of the study revealed that the learning environment assisted with DGS had a positive effect on the learning processes of both analytical and holistic thinkers. Although the learning environment assisted with DGS demonstrated that students of either thinking style had upper-level responses in the solo taxonomy analysis, it has been determined that this dynamic environment did not account for any variation among students' thinking styles. It is recommended that such wellstructured learning environments should be designed to provide students with different thinking styles and the ability to act in accordance with their own strategies.
Learning styles and achievement in geometry
South Florida Journal of Development
This study aimed to compare the achievement in Geometry of the Grade 9 students of Abra State Institute of Sciences and Technology when grouped according to learning styles. A preference inventory was utilized to determine the learning style of the respondents while their achievement in Geometry was gauged using an achievement test. The quantitative-descriptive method of research was used in analysing and interpreting the data of the study. Majority of the respondents are visual learners. The kinesthetic learners performed best in all the three learning areas namely; Ratio and Proportion, Similar Triangles, and Pythagorean Theorem. The level of performance of the respondents in Geometry when grouped according to learning styles did not significantly differ. Whatever the learning style a student has, it does not affect his/her performance in school specifically in Geometry. Mathematics teachers may be encouraged to look and apply strategies that could enhance more the abilities of th...