The Effects of mathematics instruction supported by dynamic geometry activities on seventh grade students’ achievement in area of quadrilaterals

Download
2013
Özçakır, Bilal
The aim of this study was to investigate the effects of mathematics instruction supported by dynamics geometry activities on students’ achievement in area of quadrilaterals and students’ achievements according to their van Hiele geometric thinking levels. The study was conducted in a public elementary school in Kırşehir in 2012 – 2013 spring semester and lasted two weeks. The participants in the study were 76 seventh grade students. The study was examined through nonrandomized control group pretest-posttest research design. In order to gather data, Readiness Test for Area and Perimeter Concepts (RTAP), Area of Quadrilaterals Achievement Test (AQAT) and van Hiele Geometric Thinking Level Test (VHLT) were used. A two-way analysis of variance (ANOVA) procedure was employed to answer research questions. The result of the study indicated that there was a significant interaction between the effects of method of teaching and van Hiele geometric thinking level on scores of AQAT. In addition, mathematics instruction supported by dynamic geometry activities had significant effects on seventh grade students’ achievement on area of quadrilaterals topic. The results also revealed that students in experimental group were significantly more successful in AQAT than students in comparison group when the students were in second level of van Hiele geometric thinking.

Suggestions

The Effect of using dynamic geometry software on eight grade students’ achivement in transformation geometry, geometric thinking and attitudes toward mathematics and technology y
Akgül, Mustafa Buğra; Akyüz, Didem; Işıksal Bostan, Mine; Department of Elementary Science and Mathematics Education (2014)
The aim of this study was to investigate the effects of Dynamic Geometry Software-Assisted Instruction on 8th grade students’ mathematics achievement in transformation geometry (fractals, rotation, reflection, translation), geometric thinking, and attitudes toward mathematics and technology compared to the Regular Instruction. The Static-Group Pretest-Posttest research design was adopted in this weak experimental research study. The study was conducted during the fall semester of the 2012-2013 academic year...
The Effects of using concrete manipulative and GeoGebra on fifth grade students’ achievement in quadrilaterals
Dışbudak, Özge; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2017)
This study aims to examine the effects of activity-based learning using concrete manipulatives, and of activity-based learning using GeoGebra on 5th-grade students’ achievements in quadrilaterals as compared to activity-based learning only. The other purpose is to gain in depth understanding about the effects of used materials (GeoGebra and concrete manipulatives) on students’ explanations on quadrilaterals through conducting interviews. A quasi-experimental mixed method research method was used to examine ...
The effect of instruction with concrete materials on fourth grade students’ geometry achievement
Sarı, Sibel; Bulut, Safure; Department of Secondary Science and Mathematics Education (2010)
The primary purpose of this study was to investigate the effectiveness of concrete materials on fourth grade students’ geometry achievement. The secondary purpose was to investigate their opinions and feelings about instruction with concrete materials. The study was carried out in a private school in Ankara with 32 fourth grade elementary school students. One group pretest-posttest design was used. Geometry Achievement Test was administered to collect the necessary data. The instruction with concrete materi...
The Effects of dynamic geometry use on eighth grade students’ achievement in geometry and attitude towards geometry on triangle topic
Samur, Halime; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2015)
The purpose of this study was to investigate the effect of dynamic geometry based computer instruction on eighth grade students’ achievement in geometry, attitudes toward geometry and technology compared to traditional instruction. Moreover, it was aimed to get the students’ ideas about the effects of computer based instruction and to interpret their learning process. The study was quasi-experimental design that includes experimental and control groups. The sample of the study was 36 eighth grade students (...
The effect of using dynamic geometry software while teaching by guided discovery on students’ geometric thinking levels and achievement
Toker-Gül, Zerrin; Çakıroğlu, Erdinç; Department of Educational Sciences (2008)
This study aimed to investigate the effects of using dynamic geometry software while teaching by guided discovery compared to paper-and-pencil based guided discovery and traditional teaching method on sixth grade students’ van Hiele geometric thinking levels and geometry achievement. The study was conducted in one of the private schools in Ankara and lasted six weeks. The sample of the study consisted 47 sixth grade students in the school. The present study was designed as pretest-posttest control group qua...
Citation Formats
B. Özçakır, “The Effects of mathematics instruction supported by dynamic geometry activities on seventh grade students’ achievement in area of quadrilaterals,” M.S. - Master of Science, Middle East Technical University, 2013.