Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
The Impact of the Use of Dynamic Software as a Teaching Tool in Geometry |
| Συγγραφείς: |
Bouffard, Jason L., 1983 |
| Συνεισφορές: |
Department of Mathematical Sciences, Kalder, Robin S. |
| Στοιχεία εκδότη: |
Central Connecticut State University |
| Έτος έκδοσης: |
2015 |
| Θεματικοί όροι: |
Geometry--Study and teaching--Computer programs, edu, archi |
| Περιγραφή: |
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. ; "Submitted in Partial Fulfillment of the ... |
| Τύπος εγγράφου: |
thesis |
| Γλώσσα: |
English |
| Relation: |
http://content.library.ccsu.edu/cdm/ref/collection/ccsutheses/id/2187 |
| Διαθεσιμότητα: |
http://content.library.ccsu.edu/cdm/ref/collection/ccsutheses/id/2187 |
| Rights: |
undefined |
| Αριθμός Καταχώρησης: |
edsbas.D816FA4C |
| Βάση Δεδομένων: |
BASE |