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The Use of Dynamic Geometry Software from a Pedagogical Perspective: Current Status and Future Prospects

Yıl 2019, Cilt: 7 Sayı: 14, 337 - 355, 29.10.2019

Emin İbili

https://doi.org/10.18009/jcer.579517
Cited By: 6

Öz

This research firstly aims to reveal the
pedagogical potentials and limitations of dynamic geometry software (DGS). For
this purpose, research on Cabri (2D/3D/Plus), the Geometer’s Sketchpad,
GoogleSketchUp, GeoGebra and Logo software was reviewed and compiled. As a
result of the research, it appears that DGS offers an effective pedagogical
environment because of its ability to interact with digital materials and allow
for geometric objects to be seen from all sides. However, we found that
teachers have some problems in combining DGS with class pedagogy. In this
study, the effects of gender, age, education level, skill in using technology
and the influence of professional experience were also examined in relation to
primary school mathematics teachers’ preferences in using DGS. As a result of
this research, it was found that GeoGebra and Cabri were the most-used DGS
packages by primary school mathematics teachers, while other geometry software
was less preferred by teachers.

Anahtar Kelimeler

Dynamic geometry software pedagogy mathematics teacher

Kaynakça

  • Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research–A systematic review of recent trends. Computers & Education, 114, 255-273.
  • Bruce, C., Flynn, T., Ross, J., & Moss, J. (2011). Promoting teacher and student mathematics learning through lesson study: a design research approach. In B. Ubuz (Ed.), Proceedings of the thirtyfifth conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 193–200). Ankara: PME.
  • Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: the case of geometry. Journal of Mathematics Teacher Education, 14(2), 133–148.
  • Çelik, A., Erduran, A., & Eryiğit, P. (2016). The effect of utilizing the three dimensional dynamic geometry software in geometry teaching on 12th grade students, their academic success, and their attitudes towards geometry. Buca Faculty of Education Journal (41), 1-16.
  • Adulyasas, L., & Abdul Rahman, S. (2014). Lesson study incorporating phase-based instruction using geometer's sketchpad and its effects on thai students’ geometric thinking. International Journal for Lesson and Learning Studies, 3(3), 252-271.
  • Dogan, M., & İçel, R. (2011). The role of dynamic geometry software in the process of learning: GeoGebra example about triangles. Journal of Human Sciences, 8(1), 1441-1458.
  • Filiz, M. (2009). The effect of using geogebra and cabri geometry II dynamic geometry softwares in a web-based setting on students’ achievement. Unpublished Master's Thesis, Karadeniz Technical University, Trabzon.
  • Gooler, D., Kantzer, K., & Knuth, R. (2000, November). Teacher competence in using technologies: The next big question. Honolulu, HI: Pacific Resources for Education and Learning.
  • An, J., & Park, N. (2011). Computer application in elementary education bases on fractal geometry theory using logo programming. In IT convergence and services (pp. 241-249). Springer, Dordrecht.
  • Arzarello, F., Olivero, F., Paola, D., & Robutti, O. (2002). A cognitive analysis of dragging practises in Cabri environments. Zentralblatt für Didaktik der Mathematik, 34(3), 66-72. Baki, A. (2002). Öğrenen ve öğretenler için bilgisayar destekli matematik [Computer aided mathematics for learners and teachers]. İstanbul: Ceren Yayınları.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017.
  • Pereira, L. R., Jardim, D. F., & da Silva, J. M. (2017, December). Modelling plane geometry: The connection between Geometrical Visualization and Algebraic Demonstration. In Journal of Physics: Conference Series, Vol. 936, No. 1, p. 012068). IOP Publishing.
  • Priatna, N. (2017, September). Students’ spatial sbility through open-ended approach aided by Cabri 3D. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012065). IOP Publishing.
  • Romero, I. M., del Mar García, M., & Codina, A. (2015). Developing mathematical competencies in secondary students by introducing dynamic geometry systems in the Classroom, Education and Science, 40, 43-58.
  • Saeli, M. J., Perrent, W., & Jochens Zwaneveld, B. (2011). Teaching programming in secondary school: A pedagogical content knowledge perspective. Informatics in Education, 10(1), 73-88.
  • Baki, A., & Özpınar, İ. (2007). Logo destekli geometri öğretimi materyalinin öğrencilerin akademik başarılarına etkileri ve öğrencilerin uygulama ile ilgili görüşleri [The effects of logo-assisted geometry teaching material on students’ academic achievement and students’ views on implementation]. Çukurova University Faculty of Education Journal, 34(3), 153-163.
  • Simmons, M., & Cope, P. (1997). Working with a round turtle: the development of angle/rotation concepts under restricted feedback conditions. Computers & Education, 28(1), 23-33.
  • Uğur, B., Urhan, S., & Kocadere, S. A. (2016). Teaching geometric objects with dynamic geometry software. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10 (2), 339-366.
  • Wiest, L. R. (2001). The role of computers in mathematics teaching and learning, Computers in the Schools, 17(1-2), 41-55.
  • Balram, S. (2019). Teaching and learning pedagogies in higher education geographic ınformation science. In GIScience Teaching and Learning Perspectives (in Press). Springer, Cham.
  • Çetin, Y. & Mirasyedioğlu, Ş. (2019). Teknoloji destekli probleme dayalı öğretim uygulamalarının matematik başarısına etkisi [The Effects of the Technology Supported Problem-Based Learning Activities on Students’ Achievement in Mathematics]. Journal of Computer and Education Research, 7 (13), 13-34. DOI: 10.18009/jcer.494907
  • Çiftçi, O., & Tatar, E. (2014). The comparison of the effectiveness of the using compass-straightedge and a dynamic software on achievement. Journal of Computer and Educational Research, 2(4), 111-133.
  • Chou, P. N., Chen, W. F., Wu, C. Y., & Carey, R. P. (2017). Utilizing 3D open source software to facilitate student learning of fundamental engineering knowledge: a quasi-experimental study. International Journal of Engineering Education, 33(1), 382-388.
  • Dixon, J. K., (1997). Computer use and visualization in students’ construction of reflection and rotation concepts, School Science & Mathematics, 97(7), 352–358.
  • Erkoç, M. F., Gecü, Z., & Erkoç, Ç. (2013). The effects of using google sketchup on the mental rotation skills of eighth grade students. Educational Sciences: Theory & Practice, 13(2), 1285.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research & Development, 53(4), 25-39.
  • Eryiğit, P. (2010). The effect of utilizing the three dimensional dynamic geometry software in geometry teaching on 12th grade students, their academic standings, their attitude towards geometry. Doctoral dissertation, Dokuz Eylül University, Institute of Educational Sciences, Elementary Mathematics Education.
  • Gökkurt, B., Deniz, D., Soylu, Y., & Akgün, L. (2012). Students’ views about work sheets prepared with the dynamic geometry software: area example on prisims. Journal of Research in Education and Teaching, 1(3), 358-363.
  • Gökkurt, B., Dündar, S., Soylu, Y. & Tatar, E. (2012). Developing suitable materials for the computer enriched learning cycle model: teaching the “Pyramid” subject. 4th World Conference on Educatıonal Sciences (WCES-2012), 46, 3129-3133
  • Günhan, B. C., & Açan, H. (2016). The effect of using dynamic geometry software on the success of geometry: a meta-analysis study. Turkish Journal of Computer and Mathematics Education, 7(1), 1-23.
  • Güven, B. & Karataş İ. (2003). Dinamik geometri yazılımı Cabri ile geometri öğrenme: öğrenci görüşleri [Learning Geometry with Dynamic Geometry Software Cabri:Student Opinions]. The Turkish Online Journal of Educational Technology, 2(2), 67-78.
  • Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences (Vol. 663). Houghton Mifflin College Division.
  • Hohenwarter, J., Hohenwarter, M., & Lavicza, Z. (2009). Introducing dynamic mathematics software to secondary school teachers: The case of GeoGebra. Journal of Computers in Mathematics and Science Teaching, 28(2), 135-146.
  • Holloway, J. H. (1999). Caution: constructivism ahead. Educational Leadership, 57 (3), 85-86.
  • İçel, R. (2011). Effects of computer based teaching on students' mathematics achievements: Example of GeoGebra, Doctoral dissertation, Selçuk University, Institute of Educational Sciences, Elementary Mathematıcs Education.
  • Jones, K. (2002). Research on the use of dynamic geometry software: implications for the classroom. MicroMath, 18(3), 18-20.
  • Kabaca, T., Aktümen, M., Aksoy, Y. & Bulut, M. (2010). Introducing the in-service mathematics teachers with the dynamic mathematics software geogebra and their views about geogebra. Turkish Journal of Computer and Mathematics Education, 1(2),148-165.
  • Khine, M. S. (2017). Spatial Cognition: Key to STEM Success. In Visual-spatial Ability in STEM Education (pp. 3-8). Springer, Cham.
  • Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design deminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740-762.
  • Kösa, T. (2011). An investigation of secondary school students’ spatial skills. Unpublished Master's Thesis, Karadeniz Technical University, Institute of Educational Sciences, Elementary Mathematıcs Education, Trabzon.
  • Köse, N. (2008). Determining fifth grade primary school students? understanding of symmetry using dynamic geometry software cabri geometry: An action research. Doctoral dissertation, Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Kurtuluş, A., & Uygan, C. (2016). Using Google SketchUp software for teaching geometry. Mehmet Akif Ersoy University, Faculty of Education Journal, 1(40), 191-207.
  • Kutluca, T. (2013). The effect of geometry instruction with dynamic geometry software; GeoGebra on van hiele geometry understanding levels of students. Educational Research and Reviews, 8(17), 1509-1518.
  • Leung, A. (2011). An epistemic model of task design in dynamic geometry environment. ZDM, 43(3), 325-336.
  • Mishra, P., & Koehler, M. (2009). Too cool for school? no way! using the TPACK framework: you can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.
  • Ozuah, P. O. (2016). First, there was pedagogy and then came andragogy. Einstein journal of Biology and Medicine, 21(2), 83-87.
  • Pavlovičová, G., & Švecová, V. (2015). The development of spatial skills through discovering in the geometrical education at primary school. Procedia-Social and Behavioral Sciences, 186, 990-997.
  • Sinclair, N., & Crespo, S. (2006). Learning mathematics in dynamic computer environments. Teaching Children Mathematics, 437-444. Şimşek, E., & Yücekaya, G. K. (2014). The effect of the teaching by the dynamic geometry software on 6th grade elemantary school students’ spatial ability. Ahi Evran University Journal of Kirsehir Education Faculty, 15(1).
  • Stols, G., & Kriek, J. (2011). Why don't all maths teachers use dynamic geometry software in their classrooms?. Australasian Journal of Educational Technology, 27(1).
  • Taş, U. E., Arıcı, Ö., Ozarkan, H. B., & Özgürlük, B. (2016). PISA 2015 ulusal raporu [PISA 2015 national report]. Ankara: Ministry of Education.
  • Teo, T., & Milutinovic, V. (2015). Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia. Australasian Journal of Educational Technology, 31(4).
  • Tieng, P. G., & Eu, L. K. (2014). Improving students' van hiele level of geometric thinking using geometer's sketchpad. Malaysian Online Journal of Educational Technology, 2(3), 20-31.
  • Valentine, K. D. (2018). Tinkering with Logo in an elementary mathematics methods course. Interdisciplinary Journal of Problem-Based Learning, 12(2), http://doi.org/10.7771/1541-5015.1754
  • Wong, G. K. (2015). Understanding technology acceptance in pre-service teachers of primary mathematics in Hong Kong. Australasian Journal of Educational Technology, 31(6).

The Use of Dynamic Geometry Software from a Pedagogical Perspective: Current Status and Future Prospects

Yıl 2019, Cilt: 7 Sayı: 14, 337 - 355, 29.10.2019

Emin İbili

https://doi.org/10.18009/jcer.579517
Cited By: 6

Öz

This research firstly aims to reveal the
pedagogical potentials and limitations of dynamic geometry software (DGS). For
this purpose, research on Cabri (2D/3D/Plus), the Geometer’s Sketchpad,
GoogleSketchUp, GeoGebra and Logo software was reviewed and compiled. As a
result of the research, it appears that DGS offers an effective pedagogical
environment because of its ability to interact with digital materials and allow
for geometric objects to be seen from all sides. However, we found that
teachers have some problems in combining DGS with class pedagogy. In this
study, the effects of gender, age, education level, skill in using technology
and the influence of professional experience were also examined in relation to
primary school mathematics teachers’ preferences in using DGS. As a result of
this research, it was found that GeoGebra and Cabri were the most-used DGS
packages by primary school mathematics teachers, while other geometry software
was less preferred by teachers.

Anahtar Kelimeler

Dynamic Geometry Software Pedagogy Mathematics Teachers

Kaynakça

  • Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research–A systematic review of recent trends. Computers & Education, 114, 255-273.
  • Bruce, C., Flynn, T., Ross, J., & Moss, J. (2011). Promoting teacher and student mathematics learning through lesson study: a design research approach. In B. Ubuz (Ed.), Proceedings of the thirtyfifth conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 193–200). Ankara: PME.
  • Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: the case of geometry. Journal of Mathematics Teacher Education, 14(2), 133–148.
  • Çelik, A., Erduran, A., & Eryiğit, P. (2016). The effect of utilizing the three dimensional dynamic geometry software in geometry teaching on 12th grade students, their academic success, and their attitudes towards geometry. Buca Faculty of Education Journal (41), 1-16.
  • Adulyasas, L., & Abdul Rahman, S. (2014). Lesson study incorporating phase-based instruction using geometer's sketchpad and its effects on thai students’ geometric thinking. International Journal for Lesson and Learning Studies, 3(3), 252-271.
  • Dogan, M., & İçel, R. (2011). The role of dynamic geometry software in the process of learning: GeoGebra example about triangles. Journal of Human Sciences, 8(1), 1441-1458.
  • Filiz, M. (2009). The effect of using geogebra and cabri geometry II dynamic geometry softwares in a web-based setting on students’ achievement. Unpublished Master's Thesis, Karadeniz Technical University, Trabzon.
  • Gooler, D., Kantzer, K., & Knuth, R. (2000, November). Teacher competence in using technologies: The next big question. Honolulu, HI: Pacific Resources for Education and Learning.
  • An, J., & Park, N. (2011). Computer application in elementary education bases on fractal geometry theory using logo programming. In IT convergence and services (pp. 241-249). Springer, Dordrecht.
  • Arzarello, F., Olivero, F., Paola, D., & Robutti, O. (2002). A cognitive analysis of dragging practises in Cabri environments. Zentralblatt für Didaktik der Mathematik, 34(3), 66-72. Baki, A. (2002). Öğrenen ve öğretenler için bilgisayar destekli matematik [Computer aided mathematics for learners and teachers]. İstanbul: Ceren Yayınları.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017.
  • Pereira, L. R., Jardim, D. F., & da Silva, J. M. (2017, December). Modelling plane geometry: The connection between Geometrical Visualization and Algebraic Demonstration. In Journal of Physics: Conference Series, Vol. 936, No. 1, p. 012068). IOP Publishing.
  • Priatna, N. (2017, September). Students’ spatial sbility through open-ended approach aided by Cabri 3D. In Journal of Physics: Conference Series (Vol. 895, No. 1, p. 012065). IOP Publishing.
  • Romero, I. M., del Mar García, M., & Codina, A. (2015). Developing mathematical competencies in secondary students by introducing dynamic geometry systems in the Classroom, Education and Science, 40, 43-58.
  • Saeli, M. J., Perrent, W., & Jochens Zwaneveld, B. (2011). Teaching programming in secondary school: A pedagogical content knowledge perspective. Informatics in Education, 10(1), 73-88.
  • Baki, A., & Özpınar, İ. (2007). Logo destekli geometri öğretimi materyalinin öğrencilerin akademik başarılarına etkileri ve öğrencilerin uygulama ile ilgili görüşleri [The effects of logo-assisted geometry teaching material on students’ academic achievement and students’ views on implementation]. Çukurova University Faculty of Education Journal, 34(3), 153-163.
  • Simmons, M., & Cope, P. (1997). Working with a round turtle: the development of angle/rotation concepts under restricted feedback conditions. Computers & Education, 28(1), 23-33.
  • Uğur, B., Urhan, S., & Kocadere, S. A. (2016). Teaching geometric objects with dynamic geometry software. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10 (2), 339-366.
  • Wiest, L. R. (2001). The role of computers in mathematics teaching and learning, Computers in the Schools, 17(1-2), 41-55.
  • Balram, S. (2019). Teaching and learning pedagogies in higher education geographic ınformation science. In GIScience Teaching and Learning Perspectives (in Press). Springer, Cham.
  • Çetin, Y. & Mirasyedioğlu, Ş. (2019). Teknoloji destekli probleme dayalı öğretim uygulamalarının matematik başarısına etkisi [The Effects of the Technology Supported Problem-Based Learning Activities on Students’ Achievement in Mathematics]. Journal of Computer and Education Research, 7 (13), 13-34. DOI: 10.18009/jcer.494907
  • Çiftçi, O., & Tatar, E. (2014). The comparison of the effectiveness of the using compass-straightedge and a dynamic software on achievement. Journal of Computer and Educational Research, 2(4), 111-133.
  • Chou, P. N., Chen, W. F., Wu, C. Y., & Carey, R. P. (2017). Utilizing 3D open source software to facilitate student learning of fundamental engineering knowledge: a quasi-experimental study. International Journal of Engineering Education, 33(1), 382-388.
  • Dixon, J. K., (1997). Computer use and visualization in students’ construction of reflection and rotation concepts, School Science & Mathematics, 97(7), 352–358.
  • Erkoç, M. F., Gecü, Z., & Erkoç, Ç. (2013). The effects of using google sketchup on the mental rotation skills of eighth grade students. Educational Sciences: Theory & Practice, 13(2), 1285.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research & Development, 53(4), 25-39.
  • Eryiğit, P. (2010). The effect of utilizing the three dimensional dynamic geometry software in geometry teaching on 12th grade students, their academic standings, their attitude towards geometry. Doctoral dissertation, Dokuz Eylül University, Institute of Educational Sciences, Elementary Mathematics Education.
  • Gökkurt, B., Deniz, D., Soylu, Y., & Akgün, L. (2012). Students’ views about work sheets prepared with the dynamic geometry software: area example on prisims. Journal of Research in Education and Teaching, 1(3), 358-363.
  • Gökkurt, B., Dündar, S., Soylu, Y. & Tatar, E. (2012). Developing suitable materials for the computer enriched learning cycle model: teaching the “Pyramid” subject. 4th World Conference on Educatıonal Sciences (WCES-2012), 46, 3129-3133
  • Günhan, B. C., & Açan, H. (2016). The effect of using dynamic geometry software on the success of geometry: a meta-analysis study. Turkish Journal of Computer and Mathematics Education, 7(1), 1-23.
  • Güven, B. & Karataş İ. (2003). Dinamik geometri yazılımı Cabri ile geometri öğrenme: öğrenci görüşleri [Learning Geometry with Dynamic Geometry Software Cabri:Student Opinions]. The Turkish Online Journal of Educational Technology, 2(2), 67-78.
  • Hinkle, D. E., Wiersma, W., & Jurs, S. G. (2003). Applied statistics for the behavioral sciences (Vol. 663). Houghton Mifflin College Division.
  • Hohenwarter, J., Hohenwarter, M., & Lavicza, Z. (2009). Introducing dynamic mathematics software to secondary school teachers: The case of GeoGebra. Journal of Computers in Mathematics and Science Teaching, 28(2), 135-146.
  • Holloway, J. H. (1999). Caution: constructivism ahead. Educational Leadership, 57 (3), 85-86.
  • İçel, R. (2011). Effects of computer based teaching on students' mathematics achievements: Example of GeoGebra, Doctoral dissertation, Selçuk University, Institute of Educational Sciences, Elementary Mathematıcs Education.
  • Jones, K. (2002). Research on the use of dynamic geometry software: implications for the classroom. MicroMath, 18(3), 18-20.
  • Kabaca, T., Aktümen, M., Aksoy, Y. & Bulut, M. (2010). Introducing the in-service mathematics teachers with the dynamic mathematics software geogebra and their views about geogebra. Turkish Journal of Computer and Mathematics Education, 1(2),148-165.
  • Khine, M. S. (2017). Spatial Cognition: Key to STEM Success. In Visual-spatial Ability in STEM Education (pp. 3-8). Springer, Cham.
  • Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design deminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740-762.
  • Kösa, T. (2011). An investigation of secondary school students’ spatial skills. Unpublished Master's Thesis, Karadeniz Technical University, Institute of Educational Sciences, Elementary Mathematıcs Education, Trabzon.
  • Köse, N. (2008). Determining fifth grade primary school students? understanding of symmetry using dynamic geometry software cabri geometry: An action research. Doctoral dissertation, Anadolu University, Institute of Educational Sciences, Eskişehir.
  • Kurtuluş, A., & Uygan, C. (2016). Using Google SketchUp software for teaching geometry. Mehmet Akif Ersoy University, Faculty of Education Journal, 1(40), 191-207.
  • Kutluca, T. (2013). The effect of geometry instruction with dynamic geometry software; GeoGebra on van hiele geometry understanding levels of students. Educational Research and Reviews, 8(17), 1509-1518.
  • Leung, A. (2011). An epistemic model of task design in dynamic geometry environment. ZDM, 43(3), 325-336.
  • Mishra, P., & Koehler, M. (2009). Too cool for school? no way! using the TPACK framework: you can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.
  • Ozuah, P. O. (2016). First, there was pedagogy and then came andragogy. Einstein journal of Biology and Medicine, 21(2), 83-87.
  • Pavlovičová, G., & Švecová, V. (2015). The development of spatial skills through discovering in the geometrical education at primary school. Procedia-Social and Behavioral Sciences, 186, 990-997.
  • Sinclair, N., & Crespo, S. (2006). Learning mathematics in dynamic computer environments. Teaching Children Mathematics, 437-444. Şimşek, E., & Yücekaya, G. K. (2014). The effect of the teaching by the dynamic geometry software on 6th grade elemantary school students’ spatial ability. Ahi Evran University Journal of Kirsehir Education Faculty, 15(1).
  • Stols, G., & Kriek, J. (2011). Why don't all maths teachers use dynamic geometry software in their classrooms?. Australasian Journal of Educational Technology, 27(1).
  • Taş, U. E., Arıcı, Ö., Ozarkan, H. B., & Özgürlük, B. (2016). PISA 2015 ulusal raporu [PISA 2015 national report]. Ankara: Ministry of Education.
  • Teo, T., & Milutinovic, V. (2015). Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia. Australasian Journal of Educational Technology, 31(4).
  • Tieng, P. G., & Eu, L. K. (2014). Improving students' van hiele level of geometric thinking using geometer's sketchpad. Malaysian Online Journal of Educational Technology, 2(3), 20-31.
  • Valentine, K. D. (2018). Tinkering with Logo in an elementary mathematics methods course. Interdisciplinary Journal of Problem-Based Learning, 12(2), http://doi.org/10.7771/1541-5015.1754
  • Wong, G. K. (2015). Understanding technology acceptance in pre-service teachers of primary mathematics in Hong Kong. Australasian Journal of Educational Technology, 31(6).
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Emin İbili 0000-0002-6186-3710

Yayımlanma Tarihi 29 Ekim 2019
Gönderilme Tarihi 18 Haziran 2019
Kabul Tarihi 20 Eylül 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 7 Sayı: 14

Kaynak Göster

APA İbili, E. (2019). The Use of Dynamic Geometry Software from a Pedagogical Perspective: Current Status and Future Prospects. Journal of Computer and Education Research, 7(14), 337-355. https://doi.org/10.18009/jcer.579517

Cited By

TASK DESIGN FOR TEACHING CARDIOID CURVE WITH DYNAMIC GEOMETRY SOFTWARE AND EDUCATIONAL ROBOTICS IN UNIVERSITY PRACTICE
Problems of Education in the 21st Century
https://doi.org/10.33225/pec/23.81.840
Acceptance and Intentions of Using Dynamic Geometry Software by Pre-Service Primary School Teachers
Education Sciences
https://doi.org/10.3390/educsci13070661
Cabri ve GeoGebra Yazılımları Kullanımının, Matematik Öğretmen Adaylarının Geometrik Şekiller Üzerine Akıl Yürütme Becerisine Etkisi
Journal of Computer and Education Research
https://doi.org/10.18009/jcer.698180
Challenging Examples of the Wise Use of Computer Tools for the Sustainability of Knowledge and Developing Active and Innovative Methods in STEAM and Mathematics Education
Sustainability
https://doi.org/10.3390/su142012991
Future teachers' perception of the usefulness of SketchUp for understanding the space and geometry domain
Heliyon
https://doi.org/10.1016/j.heliyon.2021.e08206
Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
Mathematics
https://doi.org/10.3390/math10183252
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