The effectiveness of ‘what if not’ strategy coupled with dynamic geometry software in an inquiry-based geometry classroom

Segal, Ruti; Stupel, Moshe; Sigler, Avi; Jahangiril, Jay

doi:10.1080/0020739x.2018.1452302

Cited by 9 publications

(6 citation statements)

References 8 publications

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“…The tasks presented in this paper can be further explored using a variety of exploration strategies such as "what if not?" (Brown & Walter, 1993), and "what if instead" (Segal et al, 2018). Through these exploration strategies the tasks can be linked.…”

Section: Discussionmentioning

confidence: 99%

Pre-service mathematics teachers investigating the attributes of inscribed circles by technological and theoretical scaffolding

Segal

Stupel²

2023

INT ELECT J MATH ED

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The benefits of technological and theoretical scaffolding were observed when pre-service teachers aiming to teach upper elementary grades were given three learning-based geometrical inquiry tasks involving inscribed circles. They were asked to collaboratively examine the accompanying geometrical illustration and data for some new or interesting feature and then propose a hypothesis resulting from their observations and prove them.<br /> Due to the difficulty generally involved in proposing and proving geometrical hypotheses, two forms of scaffolding were provided: theoretical scaffolding based on revising previous learning or specific attributes of the given data and technological scaffolding in the form of specifically designed GeoGebra applets that allowed dynamic observation of the attributes of the geometrical shapes and the changes they underwent during modification.<br /> We found that the two forms of scaffolding led to relatively pre-service teachers’ high levels of success. They exhibited high levels of interest and participation, were engaged in the tasks, and underwent high-quality learning processes. In follow-up interviews, they confirmed that the exercise improved their inquiry skills, and developed their pedagogical and technological knowledge.

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Section: Discussionmentioning

confidence: 99%

Pre-service mathematics teachers investigating the attributes of inscribed circles by technological and theoretical scaffolding

Segal

Stupel²

2023

INT ELECT J MATH ED

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“…In particular, PSTs' inability to effectively use the dragging tab was the major obstacle to diversifying the types of problems posed. The dimension of making mathematical discoveries by means of auxiliary constructions (Conteras, 2007;Leikin, 2015;Leikin & Grossman, 2013;Segal et al, 2018) has substantially been ignored. PSTs tried to check the correctness of the assigned numerical values on geometric shapes by using the measurement tools on DGE.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Some other studies (e.g., Conteras, 2007;Leikin, 2015;Leikin & Grossman, 2013;Segal, Stupel, Sigler, & Jahangiril, 2018) investigated how the problems were posed by means of dynamic software such as GeoGebra, Geometry Sketchpad, and Geometry Investigator. In such studies, participants were provided with geometric proof activities, and how they transformed these activities into problems was investigated.…”

Section: Technology-supported Learning Environment and Problem-posingmentioning

confidence: 99%

“…The task required introducing new relationships and assumptions by adding auxiliary constructions in generating discovery-type problems. Segal et al (2018) provided PSTs with a geometric proof and, based on this, expected them to generate new problems and verify these problems by using a "what if not" strategy and GeoGebra software. In this process, they found that problems were generated by adding new data to the original form, ignoring some features of the original shape/configuration, and discovering other possible features of the original configuration/shape.…”

Section: Technology-supported Learning Environment and Problem-posingmentioning

confidence: 99%

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Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

Öçal¹,

Kar²,

Güler³

et al. 2020

REDIMAT

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This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

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“…Inquiry learning can improve student learning achievement in the classroom (Margunayasa et al, 2019;Rositawati, 2018). Inquiry learning is essential to attract students' attention, involving all students and teachers in learning activities; this activity involves activeness, realism, experience, and meaning in critical thinking through building problem solutions (Kandil & Işıksal-Bostan, 2019;Segal et al, 2018). The inquiry can provide explanations and justifications accompanied by concrete evidence.…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Based Phase Change E-Module For Third Class Students

Triwahyuningtyas

Isnia

Mahmuda

2022

j. ilm. sekol. Dasar

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This research is motivated by the use of teaching materials in the form of worksheets, the material presented is less attractive so that it cannot be on time during the learning process. This affects the ability of students to think critically to solve material problems of change of form. This study aims to develop an inquiry-based e-module of transformation for grade 3 elementary school students. The subjects of the study were 10 grade 3 elementary school students. Development research methods using 4D models include Define, Design, Develop, and Disseminate. Intrument used in this study is questionnaire sheets. The data analysis used quantitative and qualitative techniques through media and material expert validators and teacher and student response questionnaires. The results showed that the inquiry-based phase change e-module was declared feasible or valid with an average score of 94.16% (Media Expert) and 82.36% (Material Expert). The use of e-modules through a questionnaire response of 92.75% of teachers and 84.79% of students was efficient. Therefore, it influences students' understanding of phase change material with an average value of 81. So that inquiry-based phase change e-modules can help students improve students contextual abilities foster students' cognitive and independent attitudes.

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The effectiveness of ‘what if not’ strategy coupled with dynamic geometry software in an inquiry-based geometry classroom

Cited by 9 publications

References 8 publications

Pre-service mathematics teachers investigating the attributes of inscribed circles by technological and theoretical scaffolding

Pre-service mathematics teachers investigating the attributes of inscribed circles by technological and theoretical scaffolding

Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

Inquiry-Based Phase Change E-Module For Third Class Students

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