Implementing Dynamic Geometry Software-based Constructivist Approach (DGS-CA) in teaching Thales' theorem. (c2011)

Abstract

Teaching mathematics is no longer the act of teaching already-made mathematics, but rather starting from real-life problem situations, modeling, exploring, analyzing and hypothesizing. This study develops and pilots an instructional unit on Thales‟ Theorem that applies the guidelines of constructivist approach, counts on problem solving and reasoning skills (inductive and deductive), and integrates the use of Dynamic Geometry Software (DGS), namely Cabri Geometry, in teaching and learning. The study, comparing control and experimental groups, aims to investigate the effect of a DGS-based Constructivist Approach (referred to as DGS-CA) on students‟ motivation, geometric problem solving abilities, and learning achievement. The participants are grade 9 students learning under the Lebanese Mathematics Curriculum in two private Lebanese schools. The total number of participants is 32 students, 24 boys and 8 girls. The study used qualitative and quantitative methods to examine the effect of DGS-CA; an interview to investigate teaching methods of the control group’s teacher, a questionnaire to test for motivation, and two tests to examine the effect on achievement and problem solving skills. Results showed that DGS-CA had a positive effect on students‟ motivation to learn mathematics and on students‟ mathematical achievement, however this effect was non-significant. On the other hand, DGS-CA had a significant effect on students‟ geometry problem solving skills, more specifically on their proving skills.