It is also suggested that Geometer’s Sketchpad be used over a long time period since the program won’t have any immediate effects over the course of a few weeks. Teachers must also make sure the students are completely comfortable with the program before using it with new topics. Even though an increase in motivation or conceptual knowledge were not found to be significant, informal observations showed that higher achieving students tended to display greater motivation and on task time when using Geometer’s Sketchpad.įor teachers who may wish to implement the Geometer’s Sketchpad program in their classrooms, it is recommended that they provide students with a tutorial and handson training with Geometer’s Sketchpad before they use the program. The results of this study indicated that students who used Geometer’s Sketchpad demonstrated increased inductive reasoning when learning geometry and the properties of quadrilaterals. This data was analyzed using a repeated measures analysis of variance test (ANOVA). Third, motivation was assessed through pre and post motivation surveys. Both groups completed the same sketches and open-ended questions in each problem set and this data was analyzed using an independent samples T-test. Second, inductive reasoning was measured through 12 problem sets given twice a week during the intervention. First, conceptual knowledge was assessed through pre and posttest scores on multiple choice and open-ended assessments. Three types of data were collected and analyzed. The other class went to the library computers to complete these activities but used Geometer’s Sketchpad. One class completed all the activities in the classroom with paper, pencil, and various geometry tools such as protractors, rulers, and compasses. The study compared two high school geometry classes, one using Geometer’s Sketchpad and one completing the same activities using paper and pencil.
#Geometer sketchpad activities software#
Geometer’s Sketchpad is a type of interactive dynamic geometry software that provides students with a hands-on and visual approach to learning mathematics.
While constructing these layers of interpretive accounts, he used radical constructivist grounded theory as a theoretical base.The purpose of this study was to determine the effect of using a software program called Geometer’s Sketchpad in high school mathematics classes on students’ conceptual understanding and inductive reasoning skills in geometry, as well as on their motivation toward learning mathematics. The researcher reconstructed a synthesis of the characteristics of these beliefs. The theory is "reflexive abstraction of his beliefs about teaching geometric transformations with Geometer's Sketchpad" as a personal theory characterized by some basic categories of beliefs about the advancement of pedagogy, beliefs about pedagogical environment, beliefs about the role of students and teacher, beliefs about self as a future teacher, beliefs about teaching and learning activities, and beliefs about transitions in teaching learning. The researcher invented a substantive theory of his belief about teaching geometric transformations with Geometer's Sketchpad. The interview text was used for the analysis and interpretation using the grounded theory method.
A single interview session was held lasting for about three hours. His interior other (David) interviewed him as a researcher. In a fictive way, the researcher changed his role from a researcher to a research participant in an imaginative interview. A teacher's belief plays a significant role in the quality of teaching mathematics.
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