Developing and piloting a teaching/learning unit on similar triangles using DGS. (c2010)

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dc.contributor.author Chayya, Nisreen Mohammad
dc.date.accessioned 2011-11-02T11:50:26Z
dc.date.available 2011-11-02T11:50:26Z
dc.date.copyright 2010 en_US
dc.date.issued 2011-11-02
dc.date.submitted 2010-02-15
dc.identifier.uri http://hdl.handle.net/10725/955
dc.description Includes bibligoraphical references. en_US
dc.description.abstract Technology has recently become a vital factor in the teaching of mathematics. Yet, a key issue remains how technology could be ultimately used to support students in reaching a better understanding of Mathematics and to design meaningful learning experiences. In Geometry, forms of software known as Dynamic Geometry Software (DGS) are shown to be useful in realizing such a purpose. In an attempt to examine the possible effects of DGS on a learning situation, a learning/teaching sequence on Similar Triangles was developed then piloted and clinically analyzed to investigate its effect on a pair of 8th grade Lebanese students' learning and problem solving strategies. The aim was to assess the effectiveness of DGS on students' learning of the topic (9th grade level in the Lebanese curriculum) and the transfer of knowledge and competencies into a computer-free environment. An interview with a 9th grade math teacher was conducted to investigate the difficulties faced in teaching and learning Similar Triangles. The teaching/learning sequence was implemented over a period of 5 sessions each lasting for 1-2 hrs, including solving problems in a clinical interview setting. The sessions were videotaped and transcripts were generated. Data analyzed were collected from the curriculum text, textbook, transcript of the teacher's interview, videotapes and transcripts of the teaching/learning sequence and conducted clinical interviews, students' computer files and solutions to the activities in worksheets and diagnostic and summative tests. The comparison of the diagnostic and summative tests showed that meaningful learning took place and knowledge was gained. The analysis of the clinical interviews highlighted the fact that DGS helps in reinforcing a wide variety of skills and evolving mathematical problem strategies, and that those skills would be transferred into a computer-free environment. The study brought forth that properly designed tasks based on constructivist approach and supported by DGS can help in reaching better learning of mathematics and acquisition of essential mathematical skills at an earlier level than expected in the curriculum. en_US
dc.language.iso en en_US
dc.subject Mathematics -- Study and teaching (Secondary) en_US
dc.subject Geometry -- Study and teaching (Secondary) en_US
dc.subject Mathematics -- Computer-assisted instruction en_US
dc.subject Geometry -- Computer-assisted instruction en_US
dc.title Developing and piloting a teaching/learning unit on similar triangles using DGS. (c2010) en_US
dc.type Thesis en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200600490 en_US
dc.author.commembers Dr. May Hamdan
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: 1 v. (various pagings); ill.; 31 cm. Available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Iman Osta
dc.identifier.doi https://doi.org/10.26756/th.2010.53 en_US
dc.publisher.institution Lebanese American University en_US

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