Effect of dynamic geometry environment on immediate and retention level achievements of seventh grade students (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) ..
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.
Student’s Development of Geometrical Concepts Through a Dynamic Learning Environment
2014
Geometry is one of the important areas of mathematics over the world. Geometry provides experiences that help students develop understanding of shapes and their properties. It enables students to solve relevant problems and to apply geometric properties to real-world situations. National Council of Supervisors of Mathematics endorsed that geometry was one of the ten proposed basis skill areas (NCSM, 1976) and is indeed a basic skill that should be taught to students of all ability levels (Sherard, 1981). Technology is promoted and effective tool to teach and learn geometry. When technology is used appropriately, it can provide a rich environment in which students ’ geometric understanding and intuition can be developed (NCTM, 1989). Calculators and computers with appropriate software transform the mathematics classroom into a laboratory much like the environment in many science classes, where students use technology to investigate, conjecture, and verify their findings (NTCM, 1989)....
Math teachers’ geometry learning and teaching with dynamic geometry programs
The Geometer's Sketchpad (GSP) is interactive computer software that can be used to help students visualizing mathematical concepts and to make these concepts be learnt by students in a meaningful way. The GSP give a chance to have guidance for teachers for student--centered approach in education and at the same time it provides student to explore geometrical shapes easily. The purpose of this study is to prepare a computer--based instructional material that can be used to help the teachers explore, gain and visualize the geometric concepts with learning and teaching process in the GSP learning environment. It facilitates to integrate the technology into geometry courses. The Sketch pad activities are configured through the gains in the secondary school mathematics program prepared by National Ministry of Education in Turkey. Preparation of these activities in GSP environment is explained using Captivate 5 program step by step. It is hoped that this teaching material will help teachers provide learning opportunities for GSP at their own learning speed which are independent for time and space. It will also encourage teachers to use technology in geometry teaching. Besides, it is expected to help teachers to prepare own Sketchpad activities which configured by GSP.
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 aim of this study was to investigate the effects of mathematics instruction supported by dynamics geometry activities on students’ achievement in area of quadrilaterals and students’ achievements according to their van Hiele geometric thinking levels. The study was conducted in a public elementary school in KırĢehir in 2012 – 2013 spring semester and lasted two weeks. The participants in the study were 76 seventh grade students. The study was examined through nonrandomized control group pretest-posttest research design. In order to gather data, Readiness Test for Area and Perimeter Concepts (RTAP), Area of Quadrilaterals Achievement Test (AQAT) and van Hiele Geometric Thinking Level Test (VHLT) were used. A twoway analysis of variance (ANOVA) procedure was employed to answer research questions. The result of the study indicated that there was a significant interaction between the effects of method of teaching and van Hiele geometric thinking level on scores of AQAT. In addition, mathematics instruction supported by dynamic geometry activities had significant effects on seventh grade students’ achievement on area of quadrilaterals topic. The results also revealed that students in experimental group were significantly more successful in AQAT than students in comparison group when the students were in second level of van Hiele geometric thinking.
2016
Students learning experiences were investigated in geometry lesson when using Dynamic Geometry Software (DGS) tool in geometry learning in 25 Ethiopian secondary students.The research data were drawn from the used worksheets, classroom observations, results of pre- and post-test, a questionnaire and interview responses. I used GeoGebra as a DGS tool with research questions relating to the aspects of (1) motivation, (2) interactions and discussions, (3) student-centered learning, (4) conceptual understanding, and (5) Problem _solving strategies. The questions were embedded in an instructional research intervention. The intervention comprised the use of worksheets and applets we developed through GeoGebra.The results showed that the use of a DGS tool with the presence of other factors, such as group work and the use of worksheets brought about certain changes in students ‘learning experiences ’ of the geometrical concepts. Students were well motivated, but discussion and interaction w...
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright a b s t r a c t The purpose of this study was to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students' achievements in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: an experimental group composed of 66 students (34 boys and 32 girls); and a control group composed of 68 students (35 boys and 33 girls). The students in the experimental group taught with a DGE, while the students in the control group received textbook-based direct instruction. An achievement test was administered as pre-test, post-test, and delayed post-test in both groups. Qualitative data were collected through videotaped classroom observations. The results showed that the DGE together with open-ended explorations significantly improved students' performances in polygons and congruency and similarity of polygons. Furthermore, students in the experimental group showed greater interest and motivation toward learning geometry compared to those in the control group whom often showed lack of interest and curiosity. Also, students' comments and interpretations during lessons and tests were more accurate and advanced in the experimental group as they engage more in the DGE. Moreover, qualitative data suggested that boys showed greater interest in the computer-based learning environment than girls in the experimental groups although no significant gender effect on achievement was found.
The Shaping of Student Knowledge: learning with dynamic geometry software
2005
The focus of this paper is a software genre usually referred to as 'dynamic geometry' because of the ability of the user to dynamically manipulate geometrical figures created with the software tool. Using data from a longitudinal study of 12-13 students' use of dynamic geometry software, the focus of the analysis is on the interpretations the students make of geometrical