One of the reasons to use technology in education is to visualize and explore the insight of mathematics with optimum possibilities. Geogebra gives visual meaning to symbolic ideas along with optimum dynamic possibilities. The purpose of this experimental study was to know about the potential effect of dynamic geometry software on diverse students' mathematical thinking behavior. For which a sample of forty students (grade-12) of F.G Inter College for Boys Mardan Cantt was selected. On the of their previous grade-11 standardized exams two groups along with their nested factors higher and lower achievers students were constructed. To investigate students' mathematical thinking basis in the subject of analytic geometry, a model behavior of thinking with its six aspects was constructed on the basis of this model a well-design criterion test was developed for data collection. The six dependent variables were combined together to form the total mathematical thinking in this research study. Further, six week experiments of 22 lessons were prepared and two teaching methods traditional vs DGS (Dynamic Geometry Software) aided instructions were tested for two groups with almost equal statistical background and with the same compatibility in the biological age. Two hypotheses were carried out i.e. Treatment does not significantly affect the higher and low achievers of the two groups in mathematical thinking mean scores. To check the significant effect of the treatment on the students' overall mathematical thinking variable across the groups, the two-way (ANOVA) was used and analyzed through as statistical tool SPSS. The study findings showed that treatment did significantly affect the higher and lower achievers of the two groups in mathematical thinking mean scores.
The conclusion section of the article is an essential part as it is the last chance and to conclude the article. But this very essential part of the article was usually considered a part of the Discussion section of a research article, the one exception being Yang and Allison's (2003) study of the final section where they found conclusion as part-genre. For current research, the researcher randomly chose 15 high impact factor research articles across three different disciplines from social sciences. All the conclusion sections were selected from high impact factor research articles, published between 2008 and 2013. A Four-move model adapted from Yang and Allison (2003) and Bunton (2005) models are used to analyze the selected corpus for the current research. The analysis shows that there is an agreement between both corpora in classifying the moves as obligatory or optional. While Move 1, summarizing, and Move 2, evaluating, are obligatory, Move 4, future research is conventional; however, there is a difference in Move 3. M3, practical implications are optional in social sciences research articles. However, there are also several variations between the conclusion section in the corpus and the suggested model of analysis. The study concludes that these variations between the conclusion and the proposed model indicate that writers should choose the moves that best serve their purposes rather than including all the moves.
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