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The relationship between instruction using geometer's sketchpad and mathematical achievement
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The relationship between instruction using geometer's sketchpad and mathematical achievement
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Description
Identifier
Thesis
2134
Author
Anderson, Rebecca Evelyn, 1984-
Title
The
relationship
between
instruction
using
geometer's
sketchpad
and
mathematical
achievement
Publisher
Central Connecticut State University;
Date of Publication
2011
Resource Type
Master's Thesis
Abstract
This
study
examined
whether
the
use
of
Geometer‘s
Sketchpad
had an
impact
on
understanding
of
geometry
and
academic
achievement
. The
study
was
conducted
over
the
course
of
12
weeks
and
took
place
in a
public
high
school
in
Connecticut
. The
participants
were
fifty-six
Geometry-B
students
; this
is
the
mid-level
class
and
thirty-eight
Geometry-C
students
,
which
is
the
lowest
level
of
geometry
taught
. The
study
consisted
of
two
groups
: a
control
group
and an
experimental
group
. The
control
group
did
not
use
Geometer‘s
Sketchpad
in its
instruction
. The
experimental
group
completed
multiple
Sketchpad
activities
over
three
chapters
. The
Sketchpad
activities
were
discovery
learning
lessons
with
open-ended
questions
after
each
activity
.
After
each
unit
the
same
chapter
tests
were
given
to
both
the
control
and the
experimental
groups
. A
collection
of
Analysis
of
Variance
and
Correlation
tests
were
use
to
analyze
the
chapter
tests
. The
finding
of the
study
indicated
that there was a
signifianct
difference
in the
C-level
chapter
two
tests
, but
no
significant
difference
in
academic
achievement
between
the
control
group
and
experimental
group
in any
other
level
or
chapter
test
.
Further
study
is
required
to
quantitatively
measure
the
effect
of this
tool
has on
student
achievement
and
geometric
understanding
.
Subject
Geometry -- Study and teaching (Secondary)
Geometer's Sketchpad
Department
Department of Mathematical Sciences
Advisor
Halloran, Philip P
Type
Text;
Digital Format
application/pdf
Language
eng
OCLC number
804652988
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