If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.įor technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Journal Editor (email available below). If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. You can help adding them by using this form. We have no bibliographic references for this item. It also allows you to accept potential citations to this item that we are uncertain about. This allows to link your profile to this item. ![]() If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. See general information about how to correct material in RePEc.įor technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact. When requesting a correction, please mention this item's handle: RePEc:igg:jopcd0:v:5:y:2015:i:2:p:43-57. You can help correct errors and omissions. Suggested CitationĪll material on this site has been provided by the respective publishers and authors. They focus on triangles, horizontal lines, vertex and top parallel lines. Based on these results, the authors suggest that students be offered the opportunity to use concrete teaching aids or computer simulations when learning the area of triangles. The Geometers Sketchpad is a dynamic geometry software that transforms and improves the teaching and learning of mathematics. Students are introduced to The Geometers Sketchpad software while in the computer lab. The results revealed the following: (a) in learning the area of triangles, the experimental group performed significantly better than the control group (b) the results of the formative assessments indicated a superior performance in the experimental group compared with the control group in all of the lessons, with the exception of the second lesson and (c) the male and female students in the experimental group and the control group exhibited no significant differences. The split-half reliability of the test was 0.8723. The difficulty index of the test ranged between 0.18 and 1, and the discrimination index ranged between 0.13 and 0.88. They conducted a third revision of the contents after performing a pilot test. The authors revised the test instrument based on, and the instrument was further reviewed and revised by experts. Both groups attended six 40-min lessons over a month, with the experimental group receiving GSP-aided instruction and the control group receiving traditional lecture instruction. The subjects of the experiment comprised fifth-grade students from an elementary school in Pingtung County, divided into an experimental group of 26 students and a control group of 25 students. The authors adopted a pretest-posttest research design with 2 equivalent groups. NOTE: A basic understanding of the mathematical terminology and concepts prior to using Geometer’s Sketchpad is essential in order to properly follow and understand the commands used in the program.The objective of this study was to determine the effectiveness of the Geometer's Sketchpad (GSP) in teaching the area of triangles to elementary students. ![]() ![]() This will help educators determine the level students are performing at. However, it is recommended that educators guide students through the first couple of lessons in each chapter to perform diagnostic testing of the material and the recollection of Geometer’s Sketchpad commands previously taught. Prior to examining each lesson, it is imperative to note that educators may use both teacher-direct and student-direct approaches to using Geometer’s Sketchpad. Along with mathematical terminology and concepts, students will gain a solid understanding of the various commands and functions within the Geometer’s Sketchpad program. The different geometric concepts that are investigated in this compilation include: Points, Lines and Angles, Triangles, Ratio and Proportion, Transformations, Symmetry, Area, and Volume. The specific and overall expectations for grades seven and eight will be sufficiently met throughout the various chapters in this GSP package. Each lesson is specifically tailored to meet the Ontario Curriculum guidelines. This compilation of lessons for grades seven and eight will aid intermediate educators in teaching the mathematics unit, Geometry and Spatial Sense. Geometer’s Sketchpad is a computer application designed to integrate mathematics with technology to produce visual representations of math created by the students.
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