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Investigating the impact of calculator-based dynamic geometry software on student achievement in geometry

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Identifier	Thesis 2083
Author	Chiaverini, Timothy J., 1973-
Title	Investigating the impact of calculator-based dynamic geometry software on student achievement in geometry
Publisher	Central Connecticut State University
Date	2010
Resource Type	Master's Thesis
Notes	Many secondary pre-service and in-service mathematics educators require additional knowledge and resources pertaining to the efficient and successful use of technology in the classroom. This study examined a specific form of calculator-based Dynamic Geometry Software (DGS) called Cabri Junior. As society becomes more and more influenced by technology, applications such as Cabri Junior are becoming more and more prominent in classrooms throughout the country. The purpose of this study was to determine if there was a statistically significant difference between the academic performances of two geometry classes if instruction were delivered to only one of the classes using Cabri Junior. The sample contained two high school geometry classes at an urban magnet school located in New Haven, Connecticut. The control group contained 15 students, while the treatment group contained 16 students. The researcher taught both classes. Both classes followed the same curriculum, and used the same textbook. At the school where the study took place, all of the students took the same department-wide Midterm Examination. Those scores were compared prior to the study to prove the two groups statistically equivalent. During the study, student results were compared based on data collected from eight weekly assessments and one final department wide common summative assessment on curriculum taught during the study. The results of the study indicated that although students in both groups showed significant academic growth during the ten-week study, there was no statistical difference between the academic performance of the groups at any point during the study or on the final summative assessment.
Subject	Geometry -- Study and teaching (Secondary) Geometry -- Computer-assisted instruction
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	694184805
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