This data was analyzed using a repeated measures analysis of variance test (ANOVA).
Third, motivation was assessed through pre and post motivation surveys. Both groups completed the same sketches and open-ended questions in each problem set and this data was analyzed using an independent samples T-test. Second, inductive reasoning was measured through 12 problem sets given twice a week during the intervention. First, conceptual knowledge was assessed through pre and posttest scores on multiple choice and open-ended assessments. Three types of data were collected and analyzed. The other class went to the library computers to complete these activities but used Geometer’s Sketchpad. One class completed all the activities in the classroom with paper, pencil, and various geometry tools such as protractors, rulers, and compasses. The study compared two high school geometry classes, one using Geometer’s Sketchpad and one completing the same activities using paper and pencil.
GEOMETER SKETCHPAD ACTIVITIES SOFTWARE
Geometer’s Sketchpad is a type of interactive dynamic geometry software that provides students with a hands-on and visual approach to learning mathematics. 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 purpose of this study was to determine the effect of using a software program called Geometer’s Sketchpad in high school mathematics classes on students’ conceptual understanding and inductive reasoning skills in geometry, as well as on their motivation toward learning mathematics. 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. 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. The results showed that the DGE together with open-ended explorations significantly improved students' performances in polygons and congruency and similarity of polygons. Qualitative data were collected through videotaped classroom observations.
An achievement test was administered as pre-test, post-test, and delayed post-test in both groups.
The students in the experimental group taught with a DGE, while the students in the control group received textbook-based direct instruction. 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). Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: 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. in Word or Tex form) to their personal website or institutional repository. In most cases authors are permitted to post their version of the article (e.g. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. 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. This article appeared in a journal published by Elsevier.
0 kommentar(er)
