Download or read book Effects of Dynamic Geometry Software on Depth of Student Understanding written by Daniel H. Penner and published by . This book was released on 2007 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Dynamic Geometry Software on Students Abilities to Generalize in Geometry written by James Velo and published by . This book was released on 2001 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Dynamic Geometry Software on Interest and Achievement in Secondary Geometry Students written by Janine D. Lohman and published by . This book was released on 2006 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Dynamic Geometry Software on Student Mathematics Teachers Spatial Visualization Skills written by Bulent Guven and published by . This book was released on 2008 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-intervention-posttest experimental design. In this context, 40 student mathematics teachers took "Purdue Spatial Visualization" (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills. (Contains 3 table and 8 figures.).

Download or read book The Impact of the Use of Dynamic Geometry Software on Student Achievement and Attitudes Towards Mathematics written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Sixty-eight ninth-grade geometry students used The Geometer's Sketchpad twice a week for three weeks. Results showed no significant impact on either achievement or student attitudes.

Download or read book The Impact of the Use of Dynamic Software as a Teaching Tool in Geometry written by Jason L. Bouffard and published by . This book was released on 2015 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first objective of this study was to investigate the effects of the use of Geometer's Sketchpad (GSP) on students' achievement on traditional assessments in Geometry. The second objective of the study was to determine the impact of technology on students' attitudes towards geometry. This research was conducted in four geometry classes at a secondary school in Connecticut. Eighty-six students participated in this study. The control group was composed of one honors level class with 23 students and one academic level class with 19 students and was taught geometric constructions through the use of traditional tools, including a pair of compasses, straightedge, pencil, and paper. The experimental group was composed of one honors level class with 23 students and one academic level class with 21 students and was taught geometric constructions through the use of GSP. Each group performed constructions of the same geometric figures and were asked to make conjectures based on their findings. All students in the study were required to complete the same assessment and the same questionnaire describing their experience. This exploratory study did not find enough significant evidence to show that all high school students achieve at a higher rate through the use of GSP. There was some evidence that suggests that males' achievement might be higher through the use of GSP and further research should be done to investigate this conjecture. Across the board, students showed an increase in enjoyment and felt that their results were more accurate through the use of technology. Students also felt that their conjectures are easier to verify through technology rather than through the use of hand tools. These preliminary findings will be able to focus the attention of teachers what aspects they will have to consider if they want to implement dynamic geometry software in their classrooms. This exploratory study yielded preliminary data and could be used in the design of a full scale study.

Download or read book Students Learning Experiences When Using a Dynamic Geometry Software written by Dejene Girma Denbel and published by LAP Lambert Academic Publishing. This book was released on 2015-02-27 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 I 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 were limited (due to time limitations) and results on students 'conceptual understanding' and problem-solving strategies were only partly satisfactory, but improved during the intervention.

Download or read book A Comparison of the Effects of Using a Dynamic Geometry Software Program and Construction Tools on Learner Achievement written by Carol L. Hodanbosi and published by . This book was released on 2001 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Dynamic Geometry Software to Develop Students Conceptual Understanding of Angle written by Carrie Amanda Mae Lineberry and published by . This book was released on 2010 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Investigating the Impact of Calculator based Dynamic Geometry Software on Student Achievement in Geometry written by Timothy J. Chiaverini and published by . This book was released on 2010 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Geometric Supposer written by Judah L. Schwartz and published by Routledge. This book was released on 2013-06-17 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a case study of education reform and innovation using technology that examines the issue from a wide variety of perspectives. It brings together the views and experiences of software designers, curriculum writers, teachers and students, researchers and administrators. Thus, it stands in contrast to other analyses of innovation that tend to look through the particular prisms of research, classroom practice, or software design. The Geometric Supposer encourages a belief in a better tomorrow for schools. On its surface, the Geometric Supposer provides the means for radically altering the way in which geometry is taught and the quality of learning that can be achieved. At a deeper level, however, it suggests a powerful metaphor for improving education that can be played out in many different instructional contexts.

Download or read book Framing Research on Technology and Student Learning in the Content Areas written by Ann D. Thompson and published by IAP. This book was released on 2008-11-01 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a result of collaboration between NTLS and SITTE. Framing Research is targeted at individuals or small teams of educational researchers who are interested in conducting high quality research addressing the effects of technology-enhanced instruction on student learning. The book summarizes and unpacks the methodologies of a variety of research studies, each situated in the context of school subject areas, such as science, mathematics, social studies, and English/language arts, as well as in the contexts of reading education, special education, and early childhood learning. Taken together, the analyses provide guidance on the design of future technology research grounded in student learning of K-12 curriculum. The conclusions also serve as a tool for teacher educators seeking to prepare teachers to integrate technology effectively in their instruction and to motivate reluctant teachers to overcome perceived inconveniences connected with technology use.

Download or read book Conceptual and Procedural Knowledge written by James Hiebert and published by Routledge. This book was released on 2013-08-21 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning.

Download or read book An Investigation of how Dynamic Geometry Software DGS Supports the Development of Students Higher order Thinking in Learning Mathematics for the Topic of Loci written by and published by . This book was released on 2012 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Exploration of the Interplay Among Teacher Intervention Dynamic Geometry Software and Students Mathematical Generalizing Practices about Properties of Geometric Transformations written by Xiangquan Yao and published by . This book was released on 2018 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Making generalization is fundamental to mathematics and a crucial component of mathematical thinking. Developing learners’ capacity towards making and justifying generalizations about mathematical relationships has been a pivotal goal of mathematics education for decades. The purpose of this study was to examine how students construct generalizations in a technology-rich instructional environment and the teacher’s role in supporting students’ generalizing practices. A design research was used to study seven middle school students’ work when they engaged in learning geometric transformations in the presence of dynamic geometry software. Data processing and analysis consisted of five phases. In Phase I, generalizing episodes were identified within those mathematical activities. In Phase II, Pirie-Kieren’s (1994) theory for growth of mathematical understanding was utilized to trace the development of each generalizing episode. Critical interactional moments and how technology was used were recorded. In Phase III, all the observations, conjectures, and generalizations the participants shared in each generalizing episode were identified and categorized based on their level of generality and their connection to a broader mathematical structure. Phase IV involved analysis of teacher interventions and technological mediations. Phase V of analysis considered folding back activities among the generalizing episodes. Data analysis revealed: (1) three types of mathematical generalizations; (2) nine categories of teacher interventions that promote productive generalizing practices; (3) five types of technological mediations; and (4) a framework for categorizing folding back activities. Analysis of the generalizing episodes and the associated event maps suggested that: (1) students’ construction of mathematical generalizations were shaped by mathematical tasks, teacher interventions, and technological tools; (2) although property-based, construction-based, and theory-based generalizations became observable only at the stage of Property Noticing or Formalizing, understanding activities at the stage of Image Making and Image Having were crucial in the construction of generalizations; and (3) different categories of teacher interventions and technological mediations occurred at different stages of understanding. This study described how instructional interactions and technology might impact the construction and refinement of mathematical generalizations.

Download or read book Special Issues in Early Childhood Mathematics Education Research written by and published by BRILL. This book was released on 2022-02-14 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, 23 contributors offer new insights on key issues in mathematics education in early childhood.

Download or read book Geometry Turned On written by James King and published by Cambridge University Press. This book was released on 1997-10-30 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Articles about the uses of active, exploratory geometry carried out with interactive computer software.