Teaching Transformation Geometry with Cabri Geometry Plus II

Abstract

The overall aim of this study is to search whether teaching geometry with Cabri Geometry Plus II software have effects on 7th grade students' learning transformation geometry in mathematics. In this context, the researcher has used a pre-test and post-test research design with a control group. The research sample consisted of 135 students in total with random selection method.

The Effect of Dynamic Geometry Software and Physical Manipulatives on Candidate Teachers’ Transformational Geometry Success

“…During the exercises, all three groups performed with greater success than on the last test because transformational geometry was taught in detail by means of different methods and with many examples. When the literature is examined, some studies can be seen to present that performing exercises using different educational methods increased student achievement in transformational geometry (Egelioğlu, 2008;Karakuş, 2008;Kurak, 2009;Şataf, 2010;Yazlık, 2011). In this context, this finding shows consistency with the studies in the literature.…”

“…In the literature, many studies are available which show that education supported by tangible materials is effective at increasing success (Aydın-Ünal & İpek, 2009;Kutluca & Akın, 2013). Traditional methods in many studies are emphasized as having much less effect at increasing success in comparison to other methods (Egelioğlu, 2008;Yazlık, 2011). Dynamic software and then physical manipulatives were seen in this study to have a significant influence on increasing transformational geometry achievement.…”

“…This result shows that the applications performed by the Computer Group were more successful than the applications as performed by the other two groups. When the literature is examined, many studies are seen to show the result that DGS Cabri is very effective in increasing transformational geometry achievement (Dixon, 1997;Hoyles & Healy, 1997;Kurak, 2009;Yavuzsoy-Köse, 2008;Yazlık, 2011). In this context, it can be said that DGS Cabri is an effective tool for increasing the transformational geometry achievement of teacher candidates.…”

“…The important part of these studies is that they used different dynamic software such as Cabri II Plus, Geometry Sketchpad, and GeoGebra; according to the results of these studies, it was seen that the use of software is effective for increasing transformational geometry skills (Akgül, 2014;Dixon, 1997;Egelioğlu, 2008;Gürbüz, 2008;Güven, 2012;Güven & Kaleli-Yılmaz, 2012;Harper, 2002;Karakuş, 2008;Yavuzsoy-Köse, 2008;Yazlık, 2011). These studies also generally preferred to use the experimental method consisting of unique experiments and a control group.…”

“…In these studies, the experimental group used the dynamic software program and the control group is learned their lesson using conventional methods. An important part of these studies is that the students in experimental groups who were taught using dynamic software were more successful than students in the control groups who were taught using conventional methods (Egelioğlu, 2008;Güven, 2012;Güven & Kaleli-Yılmaz, 2012;Karakuş, 2008;Yazlık, 2011). For example, Yazlık (2011) performed an experimental study with 135 seventh-grade students to find out whether teaching geometry with Cabri II Plus has any effect on how students learn transformational geometry.…”