Enhancing Learners’ Geometric Thinking Using Dynamic Geometry Computer Software

Adelabu, Folake Modupe; Makgato, Moses; Ramaligela, Manto Sylvia

doi:10.30880/jtet.2019.11.01.006

Cited by 10 publications

(6 citation statements)

References 6 publications

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“…Enriching mathematics lessons with various materials (concrete materials, dynamic software, etc.) and associating them with situations from daily life positively contribute to geometry achievement (Adelabu et al, 2019;Alkhateeb & Al-Duwairi, 2019;Chan & Leung, 2014;Doğan & İçel, 2011;Ganesan & Eu, 2020;Güven, 2012;Zengin et al, 2012). It is usual to think that learning environments supported in this way can motivate a sense of curiosity in students and thus create a tendency to question.…”

Section: Inquiry Learning Toward Geometry and Various Variablesmentioning

confidence: 99%

Examination of Inquiry Learning Skills toward Geometry in terms of Various Variables

Kedikli,

Katrancı

2024

Kastamonu Education Journal

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Purpose: Questioning, discovering, generalizing, verifying, and disproving are fundamental aspects of geometry teaching. As seen, the inquiry is at the geometry’s core. According to this, inquiry learning toward geometry is a student-centered learning process that allows the student to construct geometric information and to create permanent learning by actively using inquiring skills such as hypothesizing, proving, and disproving in the geometry learning process. To see this process in detail, the purpose of this study is to examine middle-schoolers’ levels of inquiry learning skills toward geometry, as well as their relationship to various variables. Design/Methodology/Approach: In the survey model, 312 middle school students participated in the study. Data were collected using the Inquiry Learning Skills Scale for Geometry and Demographic Information Form. Findings: It has been determined that middle-schoolers have a high level of inquiry learning skills toward geometry. As a result, inquiry learning skills toward geometry were found to significantly differ by gender, father’s educational status, year-end achievement score, asking questions, using materials in the lesson, and associating geometry with daily life. However, there was no significant difference between these skills and the grade level and mother’s education status. Highlights: By using concrete abstract materials or models related to daily life in lessons, teachers can attract students’ interest, arouse curiosity in students, and encourage students to use and develop their inquiry learning skills. In addition to educational activities at school, parents can contribute to the development of certain skills such as observation and questioning by creating opportunities for their children to participate in scientific activities at home or in their social environment and exposing them to different stimuli.

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Section: Inquiry Learning Toward Geometry and Various Variablesmentioning

confidence: 99%

Examination of Inquiry Learning Skills toward Geometry in terms of Various Variables

Kedikli,

Katrancı

2024

Kastamonu Education Journal

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“…Furthermore, GSP has a positive impact on learner learning outcomes in geometry, algebra, precalculus and calculus (Adelabu et al, 2019;Arbain & Shukor, 2014;Kotu & Weldeyesus, 2022;Zulnadi & Zamri, 2017). In her class of discrete mathematics, Quinn (1997) discovered that GSP is a crucial teaching tool for graph theory and PSMTs were able to verify or disprove certain graphstheory concepts.…”

Section: Literature Reviewmentioning

confidence: 99%

The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers

Dereje

2023

JPSP

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This study was intended to investigate the effect of a technology-integrated guided inquiry-based learning and guided inquiry approach on preservice mathematics teachers' plane geometry conceptual and procedural knowledge. For this purpose, a pretest-posttest quasi-experimental design group was employed. A total of 116 PSMTs participated in three intact groups: EG1 (n = 48) treated with TGIBL, EG2 (n = 38) with GIBL and CG (n = 30) in traditional approach. The data were collected using a two-tiered geometry test and a geometry procedural knowledge test, with reliability KR20 =.87 and ICC =.879, respectively. A one-way MANOVA and paired t-test were used to analyze the data. Findings indicated a statistically significant difference between the groups, and PSMTs taught with technology-integrated guided inquiry significantly achieved more geometry conceptual and procedural knowledge than other groups. Therefore, it is important that teacher educators consider a technology-integrated guided inquiry approach to improve PSMTs' conceptual and procedural knowledge of geometry at the college of teacher education.

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“…Alanyazında zekâ oyunlarının öğrencilerin akademik başarısını, iletişim, yaratıcılık, problem çözme, mantıksal-matematiksel düşünme becerilerini olumlu etkilediği (Şahin, 2019;Kula, 2021), akıl yürütme ve muhakeme etme (Reiter, Thorton ve Vannebush, 2014), dikkat ve görsel algı (Altun, 2017;Yağlı, 2019) ile zihinsel beceri düzeylerini artırdığı (Marangoz, 2018), motivasyonu ve matematik öğrenimini etkileyerek zekâ bölümlerini (IQ) (Chizary ve Farhangi, 2017) geliştirdiği görülmüştür. Bununla birlikte düzlemsel ve uzamsal modelleme kullanılarak öğretici oyunlarla yapılan öğretimin ortaokul öğrencilerinin uzamsal görselleştirme becerilerini geliştirdiği (Totikova, Yessaliyev, Madiyarov, Medetbekova, 2020), geometrik mekanik zeka oyunları uygulamalarının uzamsal düşünme becerilerini (Demirkaya ve Masal, 2017), dinamik geometri bilgisayar yazılımı kullanımının ise 9.sınıf düzeyindeki öğrencilerin geometrik düşünme becerilerini attırdığı (Adelabu, Makgato, Ramaligela, 2019) görülmüştür. Bununla birlikte ilkokul 3. sınıf düzeyindeki öğrencilerin üç boyutlu geometrik düşünme ve geometri öğrenme alanındaki akademik başarılarında geometrik-mekanik zekâ oyunlarının etkisinin incelenmesine yönelik yeterli sayıda çalışma olmadığı görülmüştür.…”

Section: Geometrik Mekanik Zekâ Oyunlarının İlköğretim 3 Sınıf öğRen...unclassified

Geometrik Mekanik Zekâ Oyunlarının İlköğretim 3. Sınıf Öğrencilerinin Akademik Başarılarına ve Üç Boyutlu Geometrik Düşünme Becerilerine Etkisi

KARALI

TAŞKESEN²

2022

İnönü Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, geometrik mekanik zekâ oyunlarının ilkokul 3. sınıf öğrencilerinin matematik dersindeki üç boyutlu düşünme becerilerine ve akademik başarılarına etkisini belirlemektir. Bu amaçla geometrik mekanik zekâ oyunlarından tangram, soma küp ve geometrik yapılar kullanılmıştır. Araştırma nicel araştırma yöntemlerinden ön test son test eşleştirilmiş kontrol gruplu yarı deneysel desende gerçekleştirilmiştir. Deney grubu öğrencilerine 9 hafta boyunca tangram, soma küp ve geometrik yapılar adı verilen zekâ oyunları ile uygulamalar yapılmıştır. Elde edilen bulgulara göre; Geometrik mekanik zekâ oyunlarının ilkokul 3. sınıf öğrencilerinin üç boyutlu geometrik düşünme becerilerini geliştirmede ve matematikte geometrik cisim ve şekilleri öğrenme alanındaki akademik başarılarını artırmada etkili olduğu sonucuna varılmıştır.

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Enhancing Learners’ Geometric Thinking Using Dynamic Geometry Computer Software

Abstract: Therefore, mathematics, which affects lives, has great significance in secondary schools and TVET colleges as a lesson. Hence, it is essential to teach mathematics' subjects with technology which can be the way that will give learners

Cited by 10 publications

References 6 publications

Examination of Inquiry Learning Skills toward Geometry in terms of Various Variables

Examination of Inquiry Learning Skills toward Geometry in terms of Various Variables

The effect of inquiry based technology integration on conceptual and procedural geometry knowledge of preservice mathematics teachers

Geometrik Mekanik Zekâ Oyunlarının İlköğretim 3. Sınıf Öğrencilerinin Akademik Başarılarına ve Üç Boyutlu Geometrik Düşünme Becerilerine Etkisi

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