Effect of Dynamic Geometry Environment on Immediate and Retention Level Achievements of Seventh Grade Students

Date

2009-03-01

Author

Ubuz, Behiye
Erbaş, Ayhan Kürşat

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Problem Statement: International studies, such as the repeat of Trends in International Mathematics and Science Study and Programme for International Student Assessment, have shown that the mathematics achievements of Turkish students are lower than the international average. Geometry is an area of particular weakness. The use of dynamic computer environments has been advocated as a means to improve student understanding and problem-solving skills in geometry. Although a number of research studies have utilized dynamic geometry software as a tool for investigating students' learning of geometrical concepts, most are case studies with very small samples of students. Therefore, there is a need for experimental studies about the effects of dynamic geometry environments on students' learning of various geometrical concepts.

Subject Keywords

Technology integration, Mathematics education, Dynamic geometry environments, Geometer's Sketchpad, Student achievement, Elementary geometry education

URI

https://hdl.handle.net/11511/55198

Journal

EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

B. Ubuz and A. K. Erbaş, “Effect of Dynamic Geometry Environment on Immediate and Retention Level Achievements of Seventh Grade Students,” EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, pp. 147–164, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/55198.