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Home CCSU Theses & Dissertations Using construction to teach definitions in high school geometry

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Using construction to teach definitions in high school geometry

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Identifier	QA461 R67 2010
Author	Rose, Pamela Leavitt, 1962-
Title	Using construction to teach definitions in high school geometry
Publisher	Central Connecticut State University
Date	2010
Resource Type	Special Project
Notes	The purpose of this study is to improve the understanding of geometry definitions of beginning geometry students at the high school level through the use of geometry constructions as an aid to teaching geometry definitions. The eighteen students in the experimental group were taught definitions with the help of patty paper and compass and straightedge constructions, a more hands-on approach than the method used to teach definitions to the fourteen students in the control group. Each group was given the same pre-test before the unit began, and each group was given the pre-test again as a post-test, along with a unit test upon completion of the unit. The data was analyzed using descriptive statistics, and a two-sample t-test was run to determine if there was enough evidence to support the alternative hypothesis that the experimental group would have a mean test score greater than that of the control group. In addition to the hypothesis tests, individual test questions were analyzed to determine if there were any noticeable differences in the percentage of correct responses by group. The data did not support the alternative hypothesis, and so it appears that the use of constructions to teach definitions to beginning geometry students at the high school level cannot be supported as a way to deepen student understanding of those definitions. However there was some evidence that the use of patty paper and compass and straightedge construction did help some students improve their ability to correctly define terms having to do with a plane as well as a few other terms. Some factors inherent in this study, especially those having to do with time spent on teaching constructions, could have had a limiting effect on the results and with a change to the methodology could provide the potential for further study.
Subject	Geometry -- Study and teaching (Secondary)
Department	Department of Mathematical Sciences
Advisor	Mitchell, Maria T.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	727359494
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