scholarly journals Applications of Tulip Motif in Turkish Art with Geometer’s Sketchpad Program

2021 ◽  
Vol 5 (2) ◽  
pp. 365-382
Author(s):  
Jale İpek ◽  
Sevinç İlgün Çerçi ◽  
Gözde Zabzun
Keyword(s):  
Dynamic Geometry ◽  
Cognitive Learning ◽  
Dynamic Geometry Software ◽  
Working Environment ◽  
Educational Technologies ◽  
Geometer's Sketchpad ◽  
Abstract Concepts ◽  
Course Success ◽  
The Subject ◽  
Transformation Geometry

In the 21st century we live in, technology is developing rapidly. Inevitably, the technologies used in almost every area of daily life will also reflect in the field of education. Educational technologies, which enable students to grasp abstract concepts more easily and facilitate the teaching process for teachers, have increased their impact in schools. The effects of dynamic geometry software on course success, attractiveness, and concretization in mind have been the subject of different studies. Dynamic geometry software that can visualize algebraic expressions with graphics creates an interdisciplinary working environment with its drawing features. Thanks to Geometer’s Sketchpad (GSP), one of this software, students can dynamically create very different patterns and shapes. Students can realize higher-level cognitive learning thanks to the relationships and inferences they make on these shapes. These and similar patterns that emerged thanks to GSP can increase students’ awareness in different fields by combining different disciplines such as history, mathematics and art. In this study, the drawing stages of the tulip motif, which we come across in important architectural works in the Ottoman and Anatolian Seljuk history, which have been the subject of ornament art, are shown via GSP using both the transformation geometry and functions.

Technology Tips: Investigating Bricard's Proof of Morley's Theorem with The Geometer's Sketchpad

2009 ◽  
Vol 102 (9) ◽  
pp. 706-709
Author(s):  
Steven C. Althoen ◽  
Joseph L. Brandell
Keyword(s):  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
Mathematics Classrooms

The Geometer's Sketchpad®(GSP), the dynamic geometry software in use in mathematics classrooms for many years, provides a means of investigating classic mathematical theorems. In this article, we will describe our use of GSP to examine Bricard's (1922) proof of Morley's theorem as presented by Coxeter (1969).

Using Dynamic Geometry Software to Teach Graph Theory: Isomorphic, Bipartite, and Planar Graphs

1997 ◽  
Vol 90 (4) ◽  
pp. 328-332
Author(s):  
Anne Larson Quinn
Keyword(s):  
Graph Theory ◽  
Planar Graphs ◽  
Software Package ◽  
Dynamic Geometry ◽  
Bipartite Graphs ◽  
Dynamic Geometry Software ◽  
Discrete Mathematics ◽  
Geometer's Sketchpad ◽  
Mathematics Courses ◽  
Mathematics Course

I have always used concrete marupulatives, such as marshmallows and toothpicks, to create models for my geometry and discrete-mathematics courses. These models have come in handy when discussing volume, introducing the 4-cube, or illustrating isomorphic or bipartite graphs. However, after discovering what a dynamic geometry–software package could do for geometry teaching, which has been well documented by research (e.g., Battista and Clements [1995]), I realized that this type of technology also had much to offer for teaching graph theory in my discrete-mathematics course. Although this article discusses The Geometer's Sketchpad 3 (Jackiw 1995), any software that can draw, label, and drag figures can be substituted for Sketchpad.

The GeoGebra Institute of Torino, Italy

2013 ◽  
pp. 492-502
Author(s):  
Ornella Robutti
Keyword(s):  
Human Resources ◽  
Teaching Practice ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
Main Research ◽  
Methodological Choices ◽  
Research And Teaching ◽  
Research Questions ◽  
Teaching Learning

This chapter is focused on the GeoGebra Institute of Torino, Italy (http://www.geogebra.unito.it/), founded in July 2010 at the Dipartimento di Matematica dell’Università di Torino (http://www.dm.unito.it) and operating under the auspices of the human resources of the association La Casa degli Insegnanti (http://www.lacasadegliinsegnanti.it/PORTALE/), which is in charge of organising courses for teachers. GeoGebra is a dynamic geometry software that has had a large diffusion in educational and academic institutions in recent years. This wide diffusion opens new fields of research in mathematics education, in continuity with other software of the same kind, such as Cabri-Géomètre or The Geometer’s Sketchpad. The main research questions deal with teaching practice, pedagogical and methodological choices, teacher education, and teaching/learning experiments at different school levels. Furthermore, several issues relating to the learning of mathematics with GeoGebra, in the context of research and teaching practice are highlighted.

Mathematical Lens: Making a Pitch for Slope

2010 ◽  
Vol 103 (8) ◽  
pp. 557-561
Author(s):  
Heidi Rudolph
Keyword(s):  
High School ◽  
School District ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
City School ◽  
City School District ◽  
District Administration ◽  
School District Administration

Heidi Rudolph teaches mathematics at Orange High School in Pepper Pike, Ohio, located across the street from the Orange City School District administration buildings (see photograph 1). The buildings' rooflines inspired her to develop questions related to the slopes of the roofs and to consider ways in which dynamic geometry software such as The Geometer's Sketchpad® (GSP) could be used to make measurements that would help answer her questions.

scholarly journals Using dynamic geometry software to improve eight grade students' understanding of transformation geometry

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Bulent Guven
Keyword(s):  
Dynamic Geometry ◽  
Achievement Test ◽  
Dynamic Geometry Software ◽  
Control Group ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Transformation Geometry ◽  
Experimental Group ◽  
Geometry Test

<span>This study examines the effect of dynamic geometry software (DGS) on students' learning of transformation geometry. A pre- and post-test quasi-experimental design was used. Participants in the study were 68 eighth grade students (36 in the experimental group and 32 in the control group). While the experimental group students were studying the transformation geometry in a (DGE), the same instruction was carried out with dotted and isometric worksheets with the control group students. A 15 multiple choice</span><em>Transformation Geometry Achievement Test</em><span> and a 15 open ended item </span><em>Learning Levels of Transformation Geometry Test</em><span>were used as pre and post-test. The result of covariance analysis showed that the experimental group outperformed the control group not only in academic achievement but also in levels of learning of transformation geometry.</span>

Sketchpad®, TinkerPlots®, and Fathom®

2013 ◽  
pp. 184-199
Author(s):  
Karen Greenhaus
Keyword(s):  
Dynamic Geometry ◽  
Mathematical Practice ◽  
State Standards ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Dynamic Mathematics ◽  
Training And Support ◽  
Mathematics Software

The Common Core State Standards for Mathematics (CCSSM) include overarching Standards for Mathematical Practice that cite dynamic geometry® software as one of the tools mathematically proficient students should know how to use strategically. Dynamic geometry software or more generally, dynamic mathematics software, provides visible and tangible representations of mathematical concepts that can be dragged and manipulated to discover underlying properties, investigate patterns and relationships, and develop deeper understandings of the concepts. The Geometer’s Sketchpad®, TinkerPlots®, and Fathom® are examples of dynamic mathematics software. This chapter outlines how dynamic mathematics software supports the CCSSM. Specific mathematic content examples are described using these three resources to model the use of dynamic mathematics software for learning mathematics. Challenges for successfully integrating dynamic mathematics software are described with suggestions for training and support.

The GeoGebra Institute of Torino, Italy

2015 ◽  
pp. 426-436
Author(s):  
Ornella Robutti
Keyword(s):  
Human Resources ◽  
Teaching Practice ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
Main Research ◽  
Methodological Choices ◽  
Research And Teaching ◽  
Research Questions ◽  
Teaching Learning

This chapter is focused on the GeoGebra Institute of Torino, Italy (http://www.geogebra.unito.it/), founded in July 2010 at the Dipartimento di Matematica dell'Università di Torino (http://www.dm.unito.it) and operating under the auspices of the human resources of the association La Casa degli Insegnanti (http://www.lacasadegliinsegnanti.it/PORTALE/), which is in charge of organising courses for teachers. GeoGebra is a dynamic geometry software that has had a large diffusion in educational and academic institutions in recent years. This wide diffusion opens new fields of research in mathematics education, in continuity with other software of the same kind, such as Cabri-Géomètre or The Geometer's Sketchpad. The main research questions deal with teaching practice, pedagogical and methodological choices, teacher education, and teaching/learning experiments at different school levels. Furthermore, several issues relating to the learning of mathematics with GeoGebra, in the context of research and teaching practice are highlighted.

Developing Pre-service Secondary Teachers' Skills of Using the Geometer's Sketchpad to Teach Mathematics through Lesson Study

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Chew Cheng Meng ◽  
Lim Chap Sam ◽  
Wun Thiam Yew ◽  
Lim Hooi Lian
Keyword(s):  
Secondary Teachers ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Two Dimensions ◽  
Dynamic Geometry Software ◽  
Methods Course ◽  
Geometer's Sketchpad ◽  
Set Up ◽  
Mathematics Teaching Methods

The purpose of this study was to develop pre-service secondary teachers’ skills of using The Geometer’s Sketchpad (GSP) to teach mathematics through Lesson Study (LS). GSP is a dynamic geometry software program for constructing and investigating mathematical objects that adds a powerful dimension to the teaching and learning of geometry and many other areas of mathematics. Lesson Study is a Japanese model of teacher professional development in which small groups of teachers collaboratively plan, teach and revise a lesson to improve the quality of their teaching as well as to enrich students’ learning experiences. Twenty-three LS groups comprising 2 pre-service secondary teachers who attended a mathematics teaching methods course in a local public university were set up in four tutorial groups each consisting of five or six LS groups. This paper discusses how LS has helped to develop pre-service secondary teachers’ skills of using GSP to teach the topic of ‘Loci in Two Dimensions’ in one of the LS groups. Analysis of their GSP sketches in the first, second and third lessons indicates that the participants of this LS group showed positive changes in their skills of using GSP to teach the topic.

Towards Digital Competencies in Mathematics Education

2012 ◽  
Vol 3 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Egle Jasute ◽  
Valentina Dagiene
Keyword(s):  
Digital Technology ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Digital Music ◽  
Geometer's Sketchpad ◽  
Digital Resources ◽  
Video Cameras ◽  
Digital Competencies ◽  
Digital Equipment

Technological innovation has influenced learning, and teachers have suggested different ways of use for digital equipment, to improve learning and to achieve better outcomes from their students. Today’s youth has grown up with digital technology and has lived immersed in environments populated by computers, video games, digital music players, video cameras, cell phones, and thousands of other toys and tools of the digital age. It is for this reason that the authors are persuaded that education in the 21st century should be directed to use digital resources as well as digital ways of teaching in all subjects. Mathematics needs digitization and the paper deals with the development of dynamic sketches for geometry teaching and learning. The concept of dynamic geometry is introduced and discussed together with problems and examples of application of dynamic geometry software. The model for interactive geometry visualization is described and the implementation of this model is reported. Together with former topics an experimental research is presented, which is based on the use of the interactive pre-constructed sketches by the dynamic geometry software Geometer’s Sketchpad. At last the didactical approach of the experiment is analyzed, the results of the experience are described and conclusions and discussions are proposed.

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