The Incorporation of Geometer’s Sketchpad in a High School Geometry Curriculum

2013 ◽  
pp. 639-646
Author(s):  
Lisa Ames ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Knowledge ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Geometer's Sketchpad ◽  
School Students ◽  
Mathematics Standards ◽  
High School Geometry ◽  
School Geometry

The Common Core State Mathematics Standards (CCSSM) recommend that technology should be integrated into teaching and learning Mathematics. This chapter addresses how the Geometer’s Sketchpad computer program can support students’ thinking skills and learning outcomes in a high school geometry class, in particular for more effectively addressing the High School Geometry Standards (CCSSM: G.CO.10, G.CO. 11, and G.CO. 12). The findings from the study presented in this chapter indicate that this tool can help high school students increase their learning of geometry in terms of inductive reasoning and conceptual knowledge, but may not help improve students’ motivation to learn geometry.

The Incorporation of Geometer’s Sketchpad in a High School Geometry Curriculum

2013 ◽  
pp. 102-109
Author(s):  
Lisa Ames ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Knowledge ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Geometer's Sketchpad ◽  
School Students ◽  
Mathematics Standards ◽  
High School Geometry ◽  
School Geometry

The Common Core State Mathematics Standards (CCSSM) recommend that technology should be integrated into teaching and learning Mathematics. This chapter addresses how the Geometer’s Sketchpad computer program can support students’ thinking skills and learning outcomes in a high school geometry class, in particular for more effectively addressing the High School Geometry Standards (CCSSM: G.CO.10, G.CO. 11, and G.CO. 12). The findings from the study presented in this chapter indicate that this tool can help high school students increase their learning of geometry in terms of inductive reasoning and conceptual knowledge, but may not help improve students’ motivation to learn geometry.

scholarly journals High school students interpretations and use of diagrams in geometry proofs

2017 ◽  
Author(s):  
◽  
Ruveyda Karaman
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Clinical Interviews ◽  
High School Geometry ◽  
Geometrical Reasoning ◽  
School Geometry ◽  
Study Participants ◽  
Reasoning Study

In high school geometry, proving theorems and applying them to geometry problems is an expectation from high school students (CCSSI, 2010). Diagrams are considered as an essential part of the geometry proofs because diagrams are included in a typical geometric statement such as a claim or problem (Manders, 2008; Shin et al., 2001). This interview-based study investigated how high school students interpret and use diagrams during the process of proving geometric claims. Particular attention is given to the semiotic resources such as symbols, visuals, and gestures that students draw from the diagrams to develop their proving activities. Hence, the goal of the current study is to contribute to the mathematics education field by providing insights into the details of semiotic aspects of diagrammatic reasoning. Study participants were grade 10-12 high school students and data was collected through one-on-one task- based clinical interviews. In general, students focused on the figural properties of the diagrams more frequently than the conceptual properties of the diagrams in their proofs even when they produced a new diagram or multiple diagrams. Regarding the semiotic structure of students' proving process, gesture resources were prominent in the semiotic structure of students' proving process in diagram-given tasks. The findings also suggested that, in general, some visual resources such as drawing a new figure or multiple figures occurred regularly in particular tasks such as diagram-free tasks with non- diagrammatic register or truth-unknown features. Overall, the frameworks used in this study showed how important it is to consider the mathematics as multi semiotic, understanding the role of gestures in students' geometrical reasoning.

Families Ask: Geometry: More than Just Shapes

2006 ◽  
Vol 12 (2) ◽  
pp. 100-101
Author(s):  
David Allen
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
School Experiences ◽  
Complex Relationship ◽  
Abstract Reasoning ◽  
Thought Processes ◽  
School Students ◽  
High School Geometry ◽  
School Geometry

Think back to the geometry you experienced as an elementary school student. Now recall a problem from high school geometry. Often, geometry tasks at the younger grades are limited to identifying shapes or labeling properties; in high school, students are expected to use abstract reasoning to prove a complex relationship. Instruction in geometry has traditionally been overlooked during middle school, which causes a gap between elementary school experiences and the thought processes required in high school.

Using Puzzles to Teach the Pythagorean Theorem

1989 ◽  
Vol 82 (5) ◽  
pp. 336-339 ◽  
Author(s):  
James E. Beamer
Keyword(s):  
High School ◽  
High School Students ◽  
Careful Analysis ◽  
Pythagorean Theorem ◽  
Alternative Proof ◽  
School Students ◽  
High School Geometry ◽  
School Geometry ◽  
Starting Point ◽  
Senior High School Students

One of the aims of a mathematics prog- gram is to familiarize the students with the Pythagorean theorem. The result, stated algebraically, is c2 = a2 + b2. Stated geometrically, the Pythagorean theorem refers to squares drawn on the three sides of a right triangle. The theorem states that the square drawn on the longest side has exactly the same area as that of the other two squares combined. Is it possible systematically to dissect the two smaller squares into pieces that will cover the larger square? The answer to this question is the focus of this article, which offers sugges-tions about how the Pythagorean theorem can be introduced to students in the middle school years. Enrichment challenges in the form of proofs suitable for high school geometry students are also included. Finally, three proofs of the Pythagorean theorem based on careful analysis of the puzzles are discussed. Senior high school students can be asked to prove that the pieces actually fit and to use this tessellation as a starting point to provide an alternative proof of the theorem.

scholarly journals The Effectivenes of Local Wisdom-Based Science Teaching Materials in Improving High School Students Critical Thinking Skills

Mangifera Edu ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 141-149
Author(s):  
Krisianti Ayu Monita ◽  
Erlia Narulita ◽  
Aris Singgih Budiarso
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Science Teaching ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
School Students ◽  
Gain Score

In 21st century learning, critical thinking skills are the main choice that must be mastered by students. This study aims to determine the effectiveness of local wisdom-based science teaching materials in improving junior high school students’ critical thinking skills. Most science teachers still apply teacher-centered learning, so students tend to be passive. This type of research is quasi-experimental with a pretest-posttest control group design. The study was conducted in the even semester of the 2019/2020 school year. The subjects of the research were grade VII students. Data collection techniques and instruments in the form of tests that include indicators of critical thinking skills. Data analysis used homogeneity test, Kolmogorov Smirnov normality test, independent sample t-test, and n-gain score. The results of the independent sample t-test are sig. (2-tailed) = 0,000<sig. α = 0.05. Students’ critical thinking skills in the experimental class were higher (N-gain score = 39.09%) than in the control class (N-gain score = 12.03%). Based on the study results, it can be concluded that there is a significant influence on the application of local wisdom-based teaching materials in improving the critical thinking skills of middle school students in the moderate category.

scholarly journals Pengembangan Model Blended Web Mobile Learning dengan Aplikasi MoLearn untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa SMA

2021 ◽  
Vol 2 (2) ◽  
pp. 63-72
Author(s):  
Bambang Hariadi ◽  
M. J. Dewiyani Sunarto ◽  
Tri Sagirani ◽  
Tan Amelia ◽  
Julianto Lemantara ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Mobile Learning ◽  
Design Research ◽  
System Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
School Students ◽  
Higher Order Thinking Skills

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa SMA berbasis Higher Order Thinking Skill (HOTS) melalui pembudayaan belajar dengan pendekatan blended learning dengan menerapkan model Blended Web Mobile Learning (BWML) dan aplikasi MoLearn. Penelitian ini merupakan penelitian pengembangan yang mengacu pada Generic Design Research Model (GDRM) dari Plomp dan Nieveen. Untuk pengembangan aplikasi MoLearn metode System Development Life Cycle (SDLC) model waterfall digunakan dalam penelitian ini. Penelitian ini meibatkan 205 siswa sebagai subjek penelitiaan. Data penelitian dikumpulkan menggunakan instrument lembar validasi model, angket resposn siswa, dan tes HOTs siswa. Penelitian dianalisis secara deskriptif menggunakan persamaan reliabilitas dan n-gain. Hasil penelitian menunjukkan bahwa (1) model BWML dengan aplikasi MoLearn dinyatakan valid dan reliable berdasarkan tinjauan content dan isi, selain itu, berdasarkan hasil respon 205 siswa terhadap pembelajaran model BWML dengan aplikasi MoLearn, 83% siswa dinyatakan antusias mengikuti pembelajaran; dan (2) peningkatan HOTs siswa dinyatakan meningkat (rerata n-gain= 0,46) dengan kategori sedang. Hasil penelitian ini menyimpulkan bahwa model Blended Web Mobile Learning (BWML) dengan aplikasi MoLearn valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir tingkat tinggi siswa SMA. The Development of the Blended Web Mobile Learning Model with the MoLearn Application to Improve High School Students’ Higher Order Thinking Skills Abstract This study aims to improve the learning outcomes of high school students based on Higher Order Thinking Skills (HOTS) through the culture of learning with a blended learning approach by applying the Blended Web Mobile Learning (BWML) model and the MoLearn application. This research is a development research that refers to the Generic Design Research Model (GDRM) from Plomp and Nieveen. For the development of the MoLearn application, the Waterfall Model System Development Life Cycle (SDLC) method was used in this study. This study involved 205 students as research subjects. The research data were collected using a model validation sheet instrument, student response questionnaires, and student HOTs tests. The research was analyzed descriptively using the reliability equation and n-gain. The results showed that (1) the BWML model with the MoLearn application was declared valid and reliable based on the content and content review, in addition, based on the results of the responses of 205 students to the BWML model learning with the MoLearn application, 83% of the students were stated to be enthusiastic about participating in the learning; and (2) the increase in students' HOTs was stated to be increasing (mean n-gain = 0.46) in the medium category. The results of this study conclude that the Blended Web Mobile Learning (BWML) model with the MoLearn application is valid, practical, and effective for improving high school students’ higher order thinking skills.

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