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Utilizing dynamic geometry environments in high school geometry

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Identifier	Spec 16
Author	Seltzer, Mark, 1960-
Title	Utilizing dynamic geometry environments in high school geometry
Publisher	Central Connecticut State University
Date	2011; *
Resource Type	Special Project
Notes	This special project studied a group of 25 urban high school students from a level 2 (low level) Geometry class. The class participated in a transformational geometry unit that was taught over a period of 5 weeks. The students utilized dynamic geometry environment software called Geometer’s Sketchpad (GSP). The purpose of the instructional method and research was to enhance the learning of traditional curriculum with the use of GSP. In this special project students were evaluated for both performance and motivation levels prior to and after the geometric transformations unit. Data were collected on performance from traditional pre- and post- assessments. Pre- and post- surveys were also conducted to gauge student attitudes concerning geometry, mathematics, and interaction with GSP. Compared to pre-assessments, results from post-assessments displayed higher mean scores on the geometry topics of translations, reflections, and rotations. The results of the Likert surveys showed varied motivation levels for student attitudes toward geometry. Curriculum using GSP needs to meet the learning abilities of the students being taught. Assuming that students like to explore mathematics concepts; GSP software is a dynamic and interactive way to explore concepts. Of concern, is the transition from using GSP (pre-made drawings or teacher lead instructions) to students creating sketches themselves to test conjectures and demonstrate mathematical understanding. Also, teachers should be comfortable with using Geometer’s Sketchpad and understand the geometric intricacies of the software so as to understand student-created sketches and analyze their work. More research needs to be done to see if Geometer’s Sketchpad is an effective way of developing students’ cognitive understanding of geometric concepts, and whether their articulation on traditional assessments improves.
Subject	Geometry -- Study and teaching (Secondary)
Department	Department of Mathematical Sciences
Advisor	Gould, S. Louise
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	804653103
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