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

Abstract

This study aims to investigate the effects of using Dynamic Geometry Software (DGS) Cabri II Plus and physical manipulatives on the transformational geometry achievement of candidate teachers. In this study, the semiexperimental method was used, consisting of two experimental and one control groups. The samples of this study were 117 students. A 30-question test which was prepared based on the relative literature and expert opinion was used as a data collection tool. The test includes sections on recognition, features, and construction, and each section consists of ten questions. The data obtained from the pre-and post-tests were analyzed using the SPSS program. As a result of the statistical analysis, success levels of all groups were found to be the same before the applications, but after the applications, students' transformational geometry success was found to significantly increase. When group success was analyzed, it was seen that the Computer Group placed first, the Manipulatives Group placed second, and the Traditional Group placed third in the sections of recognition and features. In the construction section, the Computer and Manipulatives Groups' success levels were equal, and both groups were significantly more successful than the Traditional Group. The exercises performed with all groups increased their success levels significantly, thus showing that the applications were effective.

Enhancing Spatial Visualization in CABRI 3D-Assisted Geometry Learning: A Systematic Review and Meta-Analysis

“…The computation of the statistical data using the Hedge's equation generated several heterogeneous effect sizes, from negative to positive, and also from weak until strong (See Table 4). From Table 4, it can be seen that 25 valid and credible documents generated 36 effect sizes in that there were two documents resulting two effect sizes (e.g., Baki et al [2], Boyraz [27]), followed by three documents resulting three effect sizes (e.g., Guven & Kosa [19], Hartatiana et al [70], Yilmaz [25]) and one document resulting five effect sizes (e.g., Syahputra, [26]).…”

“…Through these activities, the three-dimensional shapes can be constructed and seen from a certain aspect on the screen. Additionally, a few measurements, such as surface area, distance, and angle can be calculated and obtained on the screen of this software in which this makes possible students to learn more the component of three-dimensional geometry objects [25,31]. It can be said that the features on CABRI 3D software offer extraordinary opportunities for students to enhance their spatial visualization skills.…”

“…At least the last two decades, the empirical studies focusing on the improvement of spatial visualization of students by implementing CABRI 3D-assisted geometry lesson have been increasingly conducted. Some studies found that the use of this software in geometry lesson significantly enhances spatial visualization of students [7,[19][20][21][22][23][24][25][26]. Nevertheless, several other studies revealed that the utilization of this software in geometry lesson does not have significant impact on the enhancement of spatial visualization of students [2,[27][28][29][30][31][32].…”

“…Subsequently, of those empirical studies, some studies reported that to enhance students' spatial visualization, CABRI 3D-assisted geometry learning has positive moderate effect [21,23,24,33], and even positive strong effect [20,22,25,34,35]. Few studies, however, reported that on the enhancement of students' spatial visualization, CABRI 3D-assisted geometry learning has positive modest effect [2,26,32], and even positive weak effect [29][30][31], and worse, negative effect [6,28,36].…”

Networked Analysis of a Teaching Unit for Primary School Symmetries in the Form of an E-Book

“…After the seminal research by Küchemann [13,14] on students' difficulties with plane symmetries, there is a knowledge of some typical errors that should be prevented by designing specific activities, like the cognitive obstacle [15] induced by the prototypical image of the axis of symmetry drawn vertically. Technological environments, like those based on DGS, have proved to be helpful to prevent or remove this kind of students' prototypical images when they are allowed to manipulate the axes of symmetry and get used to see them with any slope [16]. Then, although teaching and learning of isometries have not been frequently explored by mathematics education research [7], an interesting research direction is the design of technological environments where students can manipulate geometrical objects (in our case those related to symmetries) to gain experience and build on it a deep understanding of the related concepts and properties [2].…”