Reasons Behind the Positive Effects of Using Dynamic Computer Software in High School Mathematics Classrooms

Rajee Amarasinghe, California State University, FresnoDeborah Benitez, Clovis Unified School District, CAGeoffrey Aaron Dean, Clovis Unified School District, CA

Learning mathematics through Dynamic Geometry SoftwareGeometer’s SketchpadGeogebraCabri Geometry, Cinderella, Kig…Teaching and learning tool for

Visualization – to see abstract concepts

Representation – making connections

Experiment/conjecture –discover mathematics

Learning mathematics Through Dynamic Geometry softwarePresentation tool

Teacher centeredTool for mathematical experiments

Student centeredAuthoring tool

Static images Dynamic worksheets

Background of the two studiesCalifornia State University, FresnoDepartment of MathematicsMasters in mathematics – Teaching

OptionMasters theses requirement

Study 1 Remedial Geometry courses in high school

with students who has very low motivation. One section as the experimental group using

dynamic geometry and the other as the control group using traditional paper and pencil instruction.

Each class 5 hours per week with two 2-hour blocks and one 1-hour period.

Student achievement, improvement in student level of geometric thinking and motivation.

Study 1 … Pre-test

Van Hiele levels for geometric thinking (based on a test developed by the CDASSG project).

Observations Interviews Analyzing student work Common chapter tests (ch 4-8) Post-test on Van Hiele levels

Study 2 Regular high school Geometry courses. One section as the experimental group using

dynamic geometry (laptop class) and the other two as the control group using traditional paper and pencil instruction.

To measure student motivation and achievement.

Study 2 … Pre and Post tests

Student attitudes and beliefs about mathematics Observations Analyzing student work Common Chapter tests

10 multiple-choice and 10 open-ended questions Two open-ended survey questions

Students experience

Findings and their implications

◦ Students in technology classes showed higher achievements in both studies.

◦ However, improvements in their skill levels measured in Van Heile levels in the first study did not show across all levels.

◦ Some levels showed upward movements but others did not.

◦ The largest impact was on the level 2 students. They out performed the others significantly.

Findings and their implications…

◦Majority of the students in both studies showed that they are interested in using computer lab.

◦Software was tool that allowed many students a better understanding of the concepts being taught.

◦Break in the routine.

Findings and their implications…

◦Attitude and beliefs survey in the second study did not show significant changes in their attitudes.

◦Open ended questions indicated that students believed that the computers made their learning experience better.

◦Students indicated that software gave them a reason to try and produced enjoyable experience.

Findings and their implications… Majority of the students in both studies showed that they are interested in

using computer lab. This was tool that allowed many students a better understanding of the concepts being taught. Also this was a break in the routine.

However, Attitude and beliefs survey in the second study did not show significant changes in their attitudes although the same survey indicated that students believed that the computers made their learning experience better. They indicated that it gave them a reason to try and produced enjoyable experience.

Findings and their implications… Assessments designed using the textbook material produced lower or non

significantly higher scores for the technology group. However, cumulative exams indicated higher scores for the technology group.

  Observations and interviews conducted in both studies shed light into student

achievements in technology classes. Observations indicated that students spend more time working on software investigation trying to solve geometric problems.

These investigations forced students to make connections and seeing patterns that students in a regular class are just told about. One conclusion that can be made is that this role of the Dynamic geometry played a major role in their improvement and retention level.

Findings and their implications…

Observations showed students asked more questions and more significantly, worthwhile questions in the technology class.

This indicated that they have developed more interest in the concepts although they did not believe their interest has changed.

In both studies, as a group, students were able to retain more knowledge as they scored better on chapter tests cumulative tests although they did not show better performance in day today assessments.

Rajee Amarasingheramarasi@csufresno.edu