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

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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.
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.