Active Learning with Dynamic Geometry Software

2017 ◽  
pp. 228-239
Author(s):  
Yoichi Maeda
Keyword(s):  
Active Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software

scholarly journals MENINGKATKAN KEMAMPUAN SPASIAL SISWA MELALUI PEMBELAJARAN GEOMETRI BERBANTUAN CABRI 3D

2017 ◽  
Vol 2 (2) ◽  
pp. 179-194
Author(s):  
Eline Yanty Putri Nasution
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Control Group ◽  
School Students ◽  
Ability Test

The purpose of this study are to investigate and to describe the gain of students‘ spatial ability through Geometry teaching and learning by using a dynamic geometry software, Cabri 3D. This study was a quasi experimental research with not equivalent control group design. Direct instruction was implemented in control group otherwise Geometry teaching and learning with using Cabri 3D was implemented in experimental group. The population of this study are all of the eight grade of junior high school students in one of the SMP Negeri in Padangsidimpuan City. The sample of this study were two groups of eighth grade. The sample has been choosed with using purposif sample technique. The instruments of this study were spatial ability test, quationere, observation sheet and interview. The test was analysed quantitatively and non test was analyzed qualitatively in order to answer the  the hypotesa, the gain of students’ spatial ability who has studied and lerant with using Cabri 3D is better than direct instruction.

scholarly journals Nature of metacognition in a dynamic geometry environment

2015 ◽  
Vol 3 (5) ◽  
pp. 627-646
Author(s):  
Ana Kuzle
Keyword(s):  
Problem Solving ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Dynamic Geometry Environment ◽  
Mathematics Problem Solving ◽  
Managerial Decisions ◽  
Metacognitive Processes ◽  
Geometry Problem ◽  
Mathematics Problem

This case study examined the metacognitive processes of a preservice teacher when solving a nonroutine geometry problem in a dynamic geometry environment. The main purpose of the study was to uncover and investigate patterns of metacognitive processes and to understand what circumstances, situations, and interactions in a dynamic geometry environment promoted metacognitive behaviors. An adaptation of Schoenfeld’s (1981) model of episodes and executive decisions in mathematics problem solving, and the theory of instrumentation (Rabardel, 2001) was used to identify patterns of metacognitive processes in a dynamic geometry environment. During different phases of problem solving the participant engaged in different metacognitive behaviors whereas the dynamic geometry software supported strategies that are available and/or not available on paper and pen. The effectiveness of solution paths was dependent on the presence of managerial decisions, and well-orchestrated usage of different resources, both knowledge and technology. However, the results of the study call to question to which extent engagement in metacognitive behaviors is necessarily desirable or productive.

scholarly journals Preparing In-Service Teacher Using Dynamic Geometry Software

2018 ◽  
Vol 7 (4.30) ◽  
pp. 367
Author(s):  
Fariz Setyawan ◽  
Yosep Dwi Kristanto ◽  
Naufal Ishartono
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Development Program ◽  
Dynamic Geometry Software ◽  
Professional Development Program ◽  
Skills Transfer ◽  
Teachers Perceptions ◽  
Use Of Technology

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

“Click, Drag, Think!”

2013 ◽  
pp. 37-69
Author(s):  
Thomas Gawlick
Keyword(s):  
Conceptual Framework ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Advanced Case ◽  
Teaching Unit

The author points out that to fully exploit the heuristic potential of Dynamic Geometry Software (DGS) and to increase the heuristic literacy of students, extant DGS teaching units have to be ameliorated in several ways. Thus the author develops a twofold conceptual framework: heuristic reconstruction and heuristic instrumentation of problems. Its origin is rooted in the literature, its use is demonstrated by various examples, and its value is made plausible by an introductory teaching unit an advanced case study.

Using Dynamic Geometry Software to Engage Students in the Standards for Mathematical Practice

2015 ◽  
pp. 227-256
Author(s):  
Milan Sherman ◽  
Carolyn McCaffrey James ◽  
Amy Hillen ◽  
Charity Cayton
Keyword(s):  
Mathematics Classroom ◽  
Dynamic Geometry ◽  
Mathematical Practice ◽  
Dynamic Geometry Software ◽  
Teaching Mathematics ◽  
Instructional Technologies ◽  
Mathematical Relationships ◽  
Case Based

This case provides readers with an opportunity to consider issues pertaining to the use of instructional technologies in the mathematics classroom. As a narrative case based on a lesson observed in a real classroom, the case reflects the complexities of this context, yet was written to highlight certain themes relevant to teaching mathematics with technology. In particular, how students use dynamic geometry software to explore mathematical relationships, how they engage with the Standards for Mathematical Practice, and the important role of the teacher in this process are prominent themes in the lesson.

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