A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre‐service mathematics teachers

Baki, Adnan; Kösa, Temel; Güven, Bülent

doi:10.1111/j.1467-8535.2009.01012.x

Cited by 101 publications

(75 citation statements)

References 22 publications

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“…The experimental group's opportunity to generate their own feedback on computer screens may have been a major factor in the difference in achievement between the two groups. Baki et al (2011) found that using DGS and generating their own feedback made a crucial contribution to pre-service teachers' cognitive development. A similar contribution to younger learners' cognitive development is an implication of this study.…”

Section: Discussionmentioning

confidence: 99%

Using dynamic geometry software to improve eight grade students' understanding of transformation geometry

Güven

2012

AJET

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This study examines the effect of dynamic geometry software (DGS) on students' learning of transformation geometry. A pre- and post-test quasi-experimental design was used. Participants in the study were 68 eighth grade students (36 in the experimental group and 32 in the control group). While the experimental group students were studying the transformation geometry in a (DGE), the same instruction was carried out with dotted and isometric worksheets with the control group students. A 15 multiple choiceTransformation Geometry Achievement Test and a 15 open ended item Learning Levels of Transformation Geometry Testwere used as pre and post-test. The result of covariance analysis showed that the experimental group outperformed the control group not only in academic achievement but also in levels of learning of transformation geometry.

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Section: Discussionmentioning

confidence: 99%

Using dynamic geometry software to improve eight grade students' understanding of transformation geometry

Güven

2012

AJET

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“…Το ψηφιακό σχολείο αποτελεί μία απόδειξη αυτής της επιταγής. Πλήθος ερευνών αναγνωρίζει την προστιθέμενη αξία της χρήσης των ΝΤ στην εκπαίδευση καθώς και στην Εκπαίδευση από Απόσταση (ΕαΑ) (Baki, Kosa & Guven, 2011;Brecht & Ogilby, 2008;Rovai & Jord, 2004;Taradi, Taradi, Radic & Pokrajac, 2004). Όμως, η προστιθέμενη παιδαγωγική αξία των ΝΤ στη μαθησιακή πράξη εξαρτάται από τον τρόπο με τον οποίο αξιοποιούνται τα τεχνολογικά εργαλεία (Κυνηγός & Δημαράκη, 2002), δηλαδή είναι άρρηκτα συνδεδεμένη με τον εκπαιδευτικό σχεδιασμό αξιοποίησης των εργαλείων αυτών και όχι τόσο από τα ίδια τα τεχνολογικά εργαλεία (Κυνηγός, 2009).…”

Section: εισαγωγήunclassified

Νέες Τεχνολογίες Στην Ειδική Αγωγή: Μία Μελέτη Περίπτωσης

Ξανθούλη¹,

Γουλή²,

Σμυρναίου³

2016

ICODL

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In General Education, the added value of the use of Information and Communication Technologies on student's outcomes and attitude has been extensively studied. In Special Education, research is limited due to the wide range of special needs and the specific characteristics of each case. The study presented in this paper is a proposal of using New Technologies and Distance Education as tools that can foster positive attitudes and learning outcomes of students with disabilities and help teachers to give them appropriate parallel educational support. In the context of the study, a web-based history course, 25 hours duration, is developed aiming to provide appropriate support to a hard of hearing student, who participated in a regular school. The design of the course was based on the objectives of special education, the design principles of distance education and the student's characteristics (needs, interests, talents e.tc.). The results of the study are qualitative and show that the subject not only had a positive attitude towards the course but he felt as a regular student as well. Keywords: Distance Education, Information and Communication Technologies, Special EducationΠερίληψη Η προστιθέμενη αξία της χρήσης των Νέων Τεχνολογιών στην εκπαίδευση όσον αφορά στα μαθησιακά αποτελέσματα και στη στάση των μαθητών έχει μελετηθεί εκτεταμένα στη γενική αγωγή ενώ στην ειδική αγωγή οι έρευνες είναι περιορισμένες, λόγω του μεγάλου εύρους των ιδιαίτερων αναγκών/χαρακτηριστικών κάθε περίπτωσης. Η μελέτη που παρουσιάζεται στην εργασία αποτελεί μία πρόταση αξιοποίησης των Νέων Τεχνολογιών και της Εκπαίδευσης από Απόσταση ως μέσων/εργαλείων που μπορούν να ενισχύσουν θετικά τη στάση και τα μαθησιακά αποτελέσματα των μαθητών με ειδικές ανάγκες και να βοηθήσουν τον εκπαιδευτικό να παρέχει στους μαθητές την κατάλληλη παράλληλη εκπαιδευτική υποστήριξη. Συγκεκριμένα, στο πλαίσιο της μελέτης περίπτωσης, σχεδιάστηκε ένα διαδικτυακό και εξ' αποστάσεως μάθημα Ιστορίας, διάρκειας 25 ωρών, με στόχο την παροχή παράλληλης εκπαιδευτικής υποστήριξης σε έναν βαρήκοο μαθητή, ο οποίος είναι ενταγμένος στο κανονικό σχολείο. Ο σχεδιασμός του μαθήματος βασίστηκε στις σύγχρονες θεωρίες μάθησης, στους σκοπούς/στόχους της ειδικής αγωγής, στις σχεδιαστικές αρχές της Εκπαίδευσης από Απόσταση και στις ιδιαίτερες ανάγκες/χαρακτηριστικά του μαθητή. Σύμφωνα με τα ποιοτικά αποτελέσματα της μελέτης, το μάθημα που σχεδιάστηκε επηρέασε θετικά τόσο την επίδοση όσο και τη στάση του υποκειμένου απέναντι στο μάθημα, επιτρέποντας του να αισθανθεί ως "φυσιολογικός" μαθητής.

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“…As described previously, these objects are sometimes real-life objects, such as forks or scissors. In other cases, geometry objects of varying familiarity or complexity are used ( [44,45]). Patel and Brian [46] presented a set of 12 Geons that were based on [47].…”

Section: D Geometry Objectsmentioning

confidence: 99%

Haptic cues as a utility to perceive and recognise geometry

Shimomura

Hvannberg

Hafsteinsson

2012

Univ Access Inf Soc

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Research has been conducted on how to aid blind peoples' perceptions and cognition of scientific data and, specifically, on how to strengthen their background in mathematics as a means of accomplishing this goal. In search of alternate modes to vision, researchers and practitioners have studied the opportunities of haptics alone and in combination with other modes, such as audio. What is already known, and has motivated research in this area, is that touch and vision might form a common brain representation that is shared between the visual and haptic modalities and through haptics learning is active rather than passive. In spite of extensive research on haptics in the areas of psychology and neuropsychology, recent advances and rare experiences in using haptic technology have not caused a transfer from basic knowledge in the area of haptics to learning applications and practical guidelines on how to develop such applications. Thus motivated, this study investigates different haptic effects, such as free space, magnetic effects and the bounded box when blind people are given the task of recognising and manipulating classes of 3D objects with which they have varying familiarity. In parallel, this study investigates the applicability of Sjöström's guidelines on haptic applications development and uses his problem classification to capture knowledge from the experiments. The results of this study show that users can easily recognise and manipulate familiar objects, albeit with some assistance. There is an indication that users completed tasks faster and needed less assistance with magnetic effects. However, they were not as satisfied with this mode. While the results of this study show that haptics have the potential to allow students to conceptualise 3D objects, much more work is needed to exploit this technology to the fullest. Objects with higher complexity are difficult for students, and, in their opinion, the virtual objects (as presented) leave much room for improvement. Sjöström's error taxonomy proved useful, and four of five sub-guidelines tested were confirmed to be useful in this study.

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A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre‐service mathematics teachers

Cited by 101 publications

References 22 publications

Using dynamic geometry software to improve eight grade students' understanding of transformation geometry

Using dynamic geometry software to improve eight grade students' understanding of transformation geometry

Νέες Τεχνολογίες Στην Ειδική Αγωγή: Μία Μελέτη Περίπτωσης

Haptic cues as a utility to perceive and recognise geometry

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