This design research investigated the mathematical practices that eight graders (14-year-old students) developed when learning about prisms, cylinders, and their surface areas. An inquiry-based learning environment was created for students to engage in argumentation. The instruction was enriched by use of a dynamic geometry software, namely GeoGebra, to assist students in visualizing and reasoning about 3D shapes. Rasmussen and Stephan's three-phase method (2008) was used to organize the collected data, which in turn were analyzed using Krummheuer's model of argumentation (2015). The results indicated the emergence of three mathematical practices and several taken-as-shared ideas: (1) defining prisms, (2) computing the surface area of a prism, and (3) computing the surface area of a cylinder. The study's results revealed that students' understanding improved when learning concepts simultaneously with argumentation and dynamic geometry software.
The purpose of this study was to analyze and interpret characteristics of classroom discourse of an elementary mathematics classroom. To examine the classroom discourse, a fifth grade mathematics classroom was observed during sixteen weeks, and twenty lesson hours in total. The analysis was based on Student Learning as the main category, which was further divided into two sub-categories, including content and learning. Results showed that despite the recent reform efforts in school mathematics in Turkey; still teacher-centered instruction continues to be the dominating instructional method. Although the results did not meet the assumptions of discursive classroom at all; based on the results, it could be said that in classroom practices, mathematics teachers try to make connections between mathematical content and other disciplines where they tried to give examples from real-world situations and also encourage students in that way; as pointed out in the school mathematics curriculum.
Undoubtedly, one of the areas most affected by the Covid-19 pandemic process was educational activities. In this study, the eighth graders of a public elementary school in Turkey were observed for a six-week online learning period. The aim was to obtain whether any changes occur in their geometry attitudes during process and to reveal their preferences between online distance learning (ODL) and regular face-to-face education. In this context, structured as a mixed study, a Geometry Attitude Scale (GAS) and a questionnaire about online distance learning was administered at the beginning; further GAS and learners’ opinions in response to open-ended questions were administered at the end of the process. Quantitative results indicated that gender and mathematics achievement levels have no relationship with GAS and ODL. Still, the qualitative analysis provided that ODL does not cause any change in students' attitudes towards geometry lessons; moreover, students commonly prefer face-to-face education over ODL.
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