The effect of inquiry-based explorations in a dynamic geometry environment on sixth grade students’ achievements in polygons

Erbaş, Ayhan Kürşat; Yenmez, Arzu Aydoğan

doi:10.1016/j.compedu.2011.07.002

Cited by 54 publications

(46 citation statements)

References 43 publications

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“…Comparing the other studies investigating the effectiveness of interventions with Geogebra (e.g., Shadaan & Leong, 2013;Tatar & Zengin, 2016;Zengin & Tatar, 2014;Zulnaidi & Zakaria, 2012), this finding was an expected result. In addition, similar findings were also found in the studies that other dynamic environment software had positive impact on learning mathematics subjects (e.g., Erbas & Yenmez, 2011;Furner & Marinas, 2007;Healy & Hoyles, 2002). The reason for this finding could be attributed to the opportunities that Geogebra facilitates in the learning environments.…”

Section: Discussionsupporting

confidence: 72%

“…Both software categorized as CAS and DGE have wide variety of applications in teaching mathematics and helpful tool for students' understanding of mathematics subjects. Advantages of effective use of any of these software in classroom environment were mentioned in the previous literature excessively (e.g., Artigue, 2002;Erbas & Yenmez, 2011;Furner & Marinas, 2007;Healy & Hoyles, 2002;Kabaca, 2006;Öçal, 2017). For example, CAS software packages such as Derive, Mathematica and Wolfram Alpha enable students to do mathematical computations with mathematical symbols.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

Öçal¹

2017

HES

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Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students' achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students' responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students' scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students' scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students' learning these subjects meaningfully and conceptually.

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Section: Discussionsupporting

confidence: 72%

Section: Introductionmentioning

confidence: 99%

The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

Öçal¹

2017

HES

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“…Örneğin dinamik çizimi yapılan bir karenin elemanlarını sürükleyerek birçok karenin çiziminin inşasını bir bütün olarak görme imkanını sunar (Sinclair & Yurita, 2008 Araştırmalarda dinamik yazılımlar kullanılarak yapılan geometri öğretiminin öğrenci başarılarına ve geometri öğrenmelerine etkisinin incelendiği görülmektedir (Biza & Zachariades, 2008;Bretscher, 2009;Carter & Ferrucci, 2009;Erbas & Yenmez, 2011;Fahlberg-Stojanovska & Trifunov, 2010;Gardiner, Hudson & Povey, 2000;Güven & Karataş, 2003;Güven & Karataş, 2005;Güven & Kösa, 2008;Hangül & Üzel, 2010;Kösa & Karakuş, 2010;Köse & Özdaş, 2009;Selçik & Bilgici, 2011;Sinclair & Yurita, 2008;Olivero, 2001). Dinamik yazılımlar kullanılarak yapılan araştırmalara bakıldığında; FahlbergStojanovska ve Trifunov (2010) iki gruptan oluşan öğrencilerin projelerini incelemişlerdir.…”

Section: Resultsunclassified

“…Araştırmalar dinamik yazılımlar kullanılarak yapılan geometri öğretiminin öğrenci başarılarını olumlu etkilediğini göstermektedir (Almeqdadi, 2005;Erbas & Yenmez, 2011;Fahlberg-Stojanovska & Trifunov, 2010;Güven & Kösa, 2008;Selçik & Bilgici, 2011;Yazlık, 2011).…”

Section: Di̇nami̇k Bi̇r Yazilimin çEmberi̇n Anali̇ti̇k İncelenmesi̇nde… the unclassified

The Effect of a Dynamic Software on the Success of Analytical Analysis of the Circle and Prospective Mathematics Teachers Opinions

2013

NEFMED

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-The aim of the study was to examine the effects of geometry instruction, which was performed with a dynamic software, on the success of prospective elementary mathematics teachers in the analytical analysis of the circle, and to reveal their opinions in this performed geometry instruction. The embedded research design, which is among the mixed research approaches, was used in the study. The research applied 29 prospective elementary mathematics teachers and the data obtained from circle success test and semi-structured focus group interview form. In view of the analysis of the data, it was observed that the instruction, which was performed with a dynamic software, provided a positive contribution to the success of prospective teachers in the subject of the analytical analysis of the circle. Moreover, it was observed that the prospective teachers expressed that geometry instruction in a dynamic environment enabled them to understand point of power and the points on the circle, and it had positive effects on developing thinking skills, visuality, retention, learning in a short time, concretization and focusing the attention of the students with dynamism. In contrast, it was determined that the use of technology was low in mathematics and geometry courses in the secondary education institutions, and prospective teachers wanted to perform geometry instruction in dynamic environments in their teaching profession.

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“…The features of GeoGebra are also very simple and straight forward in usage. The study of Erbas and Yenmez (2011) showed the significant effect of DGE'S on experimental group in achievement, interest and motivation in geometry learning. Besides this, experimental group process learning is the best way and showed effective result in retention.…”

Section: Research Related To Geogebra Aided Instructionmentioning

confidence: 99%

The Development of Mathematical Achievement in Analytic Geometry of Grade-12 Students through GeoGebra Activities

Khalil

Farooq

Çakıroğlu

et al. 2018

EURASIA J MATH SCI T

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This research provides the instructional exploration of analytic geometry pattern based on van Hiele thinking pattern, and the potential of GeoGebra effect on experimental group along with its nested group (high and low achievers) in comparison with control group in analytic geometry. To investigate the significant effect of GeoGebra, the two match groups were constructed on their previous grade-11 mathematics records with almost equal statistical background and with the same compatibility in the biological age. Further, six-week experiments of 22 lessons were prepared and two teaching methods (tradition vs DGS aided instructions) were tested. Three hypotheses were carried out i.e. Treatment does not significantly affect, the two groups in mathematical achievement mean scores and, the higher and low achievers of the two groups in mathematical achievement mean scores. To measure the treatment effect, t-test was used by SPSS. Analyses of the research revealed that experimental group performed well, while; GeoGebra was influential in favor of low achievers in comparison to control low achievers.

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The effect of inquiry-based explorations in a dynamic geometry environment on sixth grade students’ achievements in polygons

Cited by 54 publications

References 43 publications

The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

The Effect of a Dynamic Software on the Success of Analytical Analysis of the Circle and Prospective Mathematics Teachers Opinions

The Development of Mathematical Achievement in Analytic Geometry of Grade-12 Students through GeoGebra Activities

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