The Effects of Dynamic Geometry Software and Physical Manipulatives on Pre-Service Primary Teachers’ Van Hiele Levels and Spatial Abilities

Abstract

The purpose of the study was to compare the influence of dynamic geometry software activities and influence of the physical manipulatives and drawing activities on the spatial ability and van Hiele levels of preservice primary school teachers in a geometry course. A quasi-experimental statistical design was used in the study. The participants were 61 pre-service primary teachers in the second year of their undergraduate program in the Department of Elementary Education at Afyon Kocatepe University. A total of 32 pre-service teachers (computer group) were trained in the dynamic geometry based activities and 29 pre-service teachers (physicaldrawing group) were trained in the physical manipulative and drawing based activities. In order to determine the two groups of the pre-service teachers' geometric thinking levels, the van Hiele Geometry Test and in order to determine the two groups of the pre-service teachers' spatial ability, The Purdue Spatial Visualization Test was used as the pre-test and post-test. The results of the study showed that there was no difference on the post-test of the two groups related to the van Hiele levels and spatial abilities. Moreover, both groups have significantly higher achievement on the post-test compared to the pre-test.

Effects of Teaching Activities via Google Sketchup and Concrete Models on Spatial Skills of Preservice Mathematics Teachers

“…On the other hand, these instructional tools started to be compared with dynamic software emerging in line with the recent development of computer technology. A particularly popular topic of research in this sense is whether concrete models or visual models within computer software are more effective in developing spatial ability (Baki, Kösa & Güven, 2011;Karakuş & Peker, 2015).…”

Investigation of the Development of van Hiele Levels of Geometric Thinking in a Computer Supported Collaborative Learning (CSCL) Environment

“…This study investigated the role of working within a CSCL environment (i.e., VMT) on middle school students' van Hiele levels of geometric thinking (both in terms of levels and scores), and looked into students' collaborative competencies while working within the VMT environment. In the previous literature, there were a number of studies that found DGS environments to be effective in developing students' geometric thinking (Abdullah et al, 2015;Abdullah & Zakaria, 2013;Karakuş & Peker, 2015;Kutluca, 2013). The results of the current study corroborated these findings showing that students' geometric thinking levels could be developed in a CSCL environment where a multi-user DGS was embedded, even when the treatment is not long.…”

“…Researchers observed that freely sharing and discussing ideas in a learning environment affected students' learning positively (e.g., Karakuş & Peker, 2015;Kutluca, 2013). Essentially, they implied the importance of collaboration among students.…”

“…However, it was not only the presence of DGS in the learning environment that made the difference. Some of these studies highlighted the role of the collaborative learning environment in DGS-based instruction as a crucial factor that affected the quality of instruction (e.g., Karakuş & Peker, 2015;Kutluca, 2013).…”

“…Researchers have attempted to determine how to increase students' level of geometry understanding (e.g., Abdullah, et al, 2015;Abdullah & Zakaria, 2013;Duatepe-Paksu & Ubuz, 2009;Halat, 2006;Karakuş & Peker, 2015;Kutluca, 2013). They examined the effect of different instructional methods, such as instruction using dynamic geometry software (DGS).…”