The Effects of Using Dynamic Geometry on Eighth Grade Students' Achievement and Attitude towards Triangles

Autor/inn/en	Turk, Halime Samur; Akyuz, Didem
Titel	The Effects of Using Dynamic Geometry on Eighth Grade Students' Achievement and Attitude towards Triangles
Quelle	In: International Journal for Technology in Mathematics Education, 23 (2016) 3, S.95-102 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Foreign Countries; Geometry; Mathematics Instruction; Secondary School Mathematics; Middle School Students; Grade 8; Mathematics Achievement; Student Attitudes; Geometric Concepts; Computer Assisted Instruction; Conventional Instruction; Comparative Analysis; Experimental Groups; Control Groups; Rural Schools; Outcomes of Education; Correlation; Computer Attitudes; Achievement Tests; Mathematics Tests; Attitude Measures; Statistical Analysis; Scores; Likert Scales; Pretests Posttests; Turkey (Ankara); Computer Attitude Scale + Suchen Sie Ihr Suchwort? Ausland; Geometrie; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Elementare Geometrie; Computer based training; Computerunterstützter Unterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lernleistung; Schulerfolg; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Likert-Skala
Abstract	This study investigates the effects of dynamic geometry based computer instruction on eighth grade students' achievement in geometry and their attitudes toward geometry and technology compared to traditional instruction. Central to the study was a controlled experiment, which contained experimental and control groups both instructed by the same teacher. 36 eight grade students from a middle school located in a rural area in Turkey participated in this experiment. None of the students had past experience in using computers especially for the purpose of learning mathematics. The results revealed that dynamic geometry based computer instruction had a significant effect on students' achievement in geometry compared to traditional instruction. Furthermore dynamic geometry based instruction had a significant effect on students' attitudes toward geometry and technology compared to traditional instruction. A correlation analysis showed a positive correlation between the achievement levels of the students and their attitudes towards geometry and technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01