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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The relationship between instruction using geometer's sketchpad and mathematical achievement

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