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Showing 1 to 6 of 6 (0.055 seconds)Spelling suggestions: "subject:"ehe reometer's sketchpad"" "subject:"ehe reometer's sketchpadä""
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The potential of teacher development with Geometer’s SketchpadStols, G, Mji, A, Wessels, D 11 December 2009 (has links)
Abstract
In this paper we document the advantages of utilising technology to enhance teachers’ instructional activities. In particular we showcase the potential and impact that the use of Geometer’s Sketchpad may have on the teaching and learning of geometry at school. A series of five, two-hour teacher development workshops in which Geometer’s Sketchpad was used were attended by 12 Grade 11 and 12 teachers. The findings revealed that teachers had a better understanding of the same geometry that they initially disliked. This finding was supported by a quantitative analysis which showed a positive change in the understanding of and beliefs about geometry from when the teachers started to the end of the workshops.
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Dynamiska matematikprograms påverkan på elevers prestationer i matematik : En litteraturstudie av kvantitativ forskning / The Impact of Dynamic Mathematics Programs on Students’ Achievements in Mathematics : A Literature Review of Quantitative ResearchGahnfelt, Daniel January 2022 (has links)
Digitala verktyg har numera en betydande roll i matematikundervisningen på gymnasiet, där dynamiska matematikprogram är ett tänkbart verktyg. I denna litteraturstudie sammanställs kvantitativ forskning för att ta reda på om undervisning med dynamiska matematikprogram leder till bättre elevprestationer i matematik, och i så fall inom vilka matematikområden detta gäller. Vetenskapliga artiklar insamlades genom litteratursökning i ERIC och UniSearch för att kvalitetsvärderas och analyseras innan de sammanställdes till ett resultat. Resultatet bygger på 14 kvasiexperimentella studier och visar att undervisning med dynamiska matematikprogram leder till bättre elevprestationer i matematik. Ytterligare faktorer kopplat till elevprestationer framkom också i resultatet, exempelvis att undervisning med dynamiska matematikprogram leder till att eleverna minns stoffet bättre och att de lättare kan förstå nya matematiska koncept. Dynamiska matematikprogram användes framgångsrikt i matematikområdena: Aritmetik, algebra och funktioner; Logik och geometri; Trigonometri; Problemlösning, verktyg och tillämpningar. Resultatet implicerar att matematiklärare på gymnasiet har vetenskapligt stöd för att använda dynamiska matematikprogram i sin undervisning inom flera matematikområden. Detta gäller särskilt GeoGebra som var programmet som användes i 13 av 14 artiklar. / Today, digital tools play a significant role in mathematics education in upper secondary school, where dynamic mathematics programs are one possible tool. In this literature review, quantitative research is compiled to find out if education with dynamic mathematics programs leads to improved student performance in mathematics, and if so, which areas of mathematics this applies to. Articles from academic journals were gathered through literature search in ERIC and UniSearch to be valued in quality and analyzed before they were compiled to the result. The result is based on 14 quasi-experimental studies and shows that education with dynamic mathematics programs leads to improved student performance in mathematics. Additional factors related to student performance also appeared in the result, for example that education with dynamic mathematics programs leads to students remembering the teaching content better, and that they can more easily understand new mathematical concepts. Dynamic mathematics programs were used successfully within the following areas of mathematics: Arithmetic, Algebra and Functions; Logic and Geometry; Trigonometry; Problem Solving, Tools and Applications. The result implies that mathematics teachers in upper secondary school have scientific support to use dynamic mathematics programs in their teaching within several areas of mathematics. This is especially true for GeoGebra, which was the program that was used in 13 of 14 articles.
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模糊抽樣調查及無母數檢定 / Fuzzy Sampling Survey with Nonparametric Tests林國鎔, Lin,Guo-Rong Unknown Date (has links)
本文主要的目的是藉由The Geometer's Sketchpad (GSP)軟體的設計，幫助我們得到一組連續型模糊樣本。另外對於模糊數的無母數檢定我們提供了一個較為一般的方法，可以針對梯型、三角型，區間型的模糊樣本同時進行處理。
藉由利用GSP. 軟體所設計的模糊問卷，可以較清楚地紀錄受訪者的感覺，此外我們所提供之對於模糊數的無母數檢定方法比其他方法較為有效力。
在未來的研究裡，我們仍有一些問題需要解決，呈述如下：當所施測的樣本數很大時，如何有效率的在網路上紀錄受測者所建構的隸屬度函數？ / The purpose of this paper is to develop a methodology for getting a continuous fuzzy data by using the software The Geometer's Sketchpad (GSP). And we propose a general method for nonparametric tests with fuzzy data that can deal with trapezoid, triangular, and interval-valued data simultaneously.
Using the fuzzy questionnaire designed by GSP. can help respondents to record their thoughts more precisely. Additionally our method for nonparametric tests with fuzzy data is more powerful than others.
Additional research issues for further investigation are expressed by question such as follows: how to record the membership function on line, especially when the sample size is large?
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Modeling with Sketchpad to enrich students' concept image of the derivative in introductory calculus : developing domain specific understandingNdlovu, Mdutshekelwa 02 1900 (has links)
It was the purpose of this design study to explore the Geometer’s Sketchpad dynamic mathematics software as a tool to model the derivative in introductory calculus in a manner that would foster a deeper conceptual understanding of the concept – developing domain specific understanding. Sketchpad’s transformation capabilities have been proved useful in the exploration of mathematical concepts by younger learners, college students and professors. The prospect of an open-ended exploration of mathematical concepts motivated the author to pursue the possibility of representing the concept of derivative in dynamic forms. Contemporary CAS studies have predominantly dwelt on static algebraic, graphical and numeric representations and the connections that students are expected to make between them. The dynamic features of Sketchpad and such like software, have not been elaborately examined in so far as they have the potential to bridge the gap between actions, processes and concepts on the one hand and between representations on the other.
In this study Sketchpad model-eliciting activities were designed, piloted and revised before a final implementation phase with undergraduate non-math major science students enrolled for an introductory calculus course. Although most of these students had some pre-calculus and calculus background, their performance in the introductory course remained dismal and their grasp of the derivative slippery. The dual meaning of the derivative as the instantaneous rate of change and as the rate of change function was modeled in Sketchpad’s multiple representational capabilities. Six forms of representation were identified: static symbolic, static graphic, static numeric, dynamic graphic, dynamic numeric and occasionally dynamic symbolic. The activities enabled students to establish conceptual links between these representations. Students were able to switch systematically from one form of (foreground or background) representation to another leading to a unique qualitative understanding of the derivative as the invariant concept across the representations. Experimental students scored significantly higher in the posttest than in the pretest. However, in comparison with control group students the
experimental students performed significantly better than control students in non-routine problems. A cyclical model of developing a deeper concept image of the derivative is therefore proposed in this study. / Educational Studies / D. Ed. (Education)
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An analysis of teacher competencies in a problem-centred approach to dynamic Geometry teachingNdlovu, Mdutshekelwa 11 1900 (has links)
The subject of teacher competencies or knowledge has been a key issue in mathematics
education reform. This study attempts to identify and analyze teacher competencies
necessary in the orchestration of a problem-centred approach to dynamic geometry
teaching and learning. The advent of dynamic geometry environments into classrooms
has placed new demands and expectations on mathematics teachers.
In this study the Teacher Development Experiment was used as the main method of
investigation. Twenty third-year mathematics major teachers participated in workshop
and microteaching sessions involving the use of the Geometer's Sketchpad dynamic
geometry software in the teaching and learning of the geometry of triangles and
quadrilaterals. Five intersecting categories of teacher competencies were identified:
mathematical/geometrical competencies. pedagogical competencies. computer and
software competences, language and assessment competencies. / Mathematical Sciences / M. Ed. (Mathematical Education)
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The Effects of the Use of Technology In Mathematics Instruction on Student AchievementMyers, Ron Y 30 March 2009 (has links)
The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools.
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