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The Effects of GeoGebra-Assisted Transformation Geometry Instruction on Student Achievement, Attitudes, and Beliefs

Year 2023, Volume: 11 Issue: 22, 671 - 690, 27.10.2023
https://doi.org/10.18009/jcer.1324668

Abstract

This study aims to investigate the effects of using GeoGebra, a popular dynamic geometry software, on students’ mathematics achievement, attitudes toward geometry, and beliefs about mathematics and its teaching in transformation geometry teaching. The study was a quasi-experimental design including experimental and control groups. The sample of the study was 34 7th-grade students from a public middle school in a city in Turkey. The study was conducted in the 2015-2016 academic year, lasting ten lesson hours (three weeks). The data were collected through achievement test and surveys regarding attitudes toward geometry, beliefs about the nature of mathematics, and beliefs about the teaching of mathematics. The quantitative data analyses were carried out by using the Mann-Whitney U test. Results revealed that, although the use of GeoGebra in teaching transformation geometry demonstrated student improvement in achievement, attitudes toward geometry, and beliefs about

Project Number

2016-SOS-CY-001

References

  • Aiken, L. R. (1972). Research on attitudes toward mathematics. Arithmetic Teacher 19(3), 229–234. https://doi.org/10.5951/AT.19.3.0229
  • Akgül, M. B. (2014). The effect of using dynamic geometry software on eight grade students’ achievement in transformation geometry, geometric thinking and attitudes toward mathematics and technology (Unpublished master’s thesis). Middle East Technical University.
  • Altın, S. (2012). Bilgisayar destekli dönüşüm geometrisi öğretiminin 8. Sınıf öğrencilerinin başarısına ve matematik dersine yönelik tutumuna etkisi [The effect of computer aided transformation geometry instruction on 8th grade students’ mathematics success and attitude] (Unpublished master’s thesis). Eskişehir Osmangazi University.
  • Atılgan, H., Kan, A., & Doğan, N. (2011). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education] (5th ed.). Ankara: Anı Yayıncılık.
  • Balcı, S. (2022). Dinamik geometri yazılımlarıyla dönüşüm geometrisi öğretimine semiyotik arabuluculuk perspektifinden bir bakış [Teaching transformation geometry with dynamic geometry software a view from semiotic mediation perspective] (Unpublished master’s thesis). Anadolu University.
  • Bayrak, F., & Hacıömeroğlu, G. (2018). İlkokul 4. sınıf öğrencilerinin matematik inançlarının ve yapılandırmacı öğrenme ortamlarına ilişkin görüşlerinin incelenmesi. Sakarya University Journal of Education, 8(3), 100114. https://doi.org/10.19126/suje.422315
  • Bergeson, T., Fitton, R., & Bylsma, P. (2000). Teaching and learning mathematics using research to shift from the “yesterday” mind to the “tomorrow” mind. Washington State: State Superintendent of Public Instruction.
  • Birgin, O., & Topuz, F. (2021). Effect of the geogebra software-supported collaborative learning environment on seventh grade students’ geometry achievement, retention and attitudes. The Journal of Educational Research, 114(5), 474494. https://doi.org/10.1080/00220671.2021.1983505.
  • Bouckaert, C. (1995). Transformation geometry in primary school according to Michel Demal. Acedido em, 6. Bulut, S., Ekici, C., İşeri, A. İ., & Helvacı, E. (2002). Geometriye yönelik bir tutum ölçeği. Eğitim ve Bilim, 27(125), 3–7.
  • Clements, D. H., & Battista, M. T. (1992). Geometry and spatial understanding. In D. A. Grouws (Ed.), Handbook of research mathematics teaching and learning. New York: McMillan.
  • Curtis, M. K. (2006). Improving student attitudes: A study of a mathematics curriculum innovation (Unpublished doctoral dissertation). Kansas State University.
  • Dixon, J. K. (1997). Computer use and visualization in students’ construction of reflection and rotation concepts. School Science and Mathematics, 97(7), 352359. https://doi.org/10.1111/j.1949-8594.1997.tb17376.x
  • Duatepe, A., & Ersoy, Y. (2003). Teknoloji destekli matematik öğretimi. Retrieved from http://www.matder.org.tr/teknoloji-destekli-matematik-ogretimi/
  • Duatepe-Paksu, A., & Ubuz, B. (2007). Yaratıcı drama temelli matematik dersleri hakkında öğretmen görüşleri. Yaratıcı Drama Dergisi, 1(3-4), 193-206.
  • Erbaş, A. K. (2005). Çoklu gösterimlerle problem çözme ve teknolojinin rolü. The Turkish Online Journal of Educational Technology, 4(4), 88-92.
  • Faggiano, E., & Mennuni, F. (2020). Constructing mathematical meanings with digital tools: design, implementation and analysis of a teaching activity in a distance education context. Interaction Design and Architecture(s) Journal, 46, 156-174.
  • Flanagan, K. (2001). High school students’ understandings of geometric transformations in the context of a technological environment (Unpublished doctoral dissertation). Pennsylvania State University.
  • Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
  • Glass, B. J. (2001). Students’ reification of geometric transformations in the multiple dynamically linked representations (Unpublished doctoral dissertation). The University of Iowa.
  • Güven, B. (2012). Using dynamic geometry software to improve eight grade students’ understanding of transformation geometry. Australasian Journal of Educational Technology, 28(2), 364-382. https://doi.org/10.14742/ajet.878
  • Harper, S. R. (2002). Enhancing elementary pre-service teachers’ knowledge of geometric transformations (Unpublished doctoral dissertation). University of Virginia.
  • Hollebrands, K. F. (2003). High school students’ understanding of geometric transformations in the context of a technological environment. Journal of Mathematical Behavior, 22(1), 55-72. https://doi.org/10.1016/S0732-3123(03)00004-X
  • Kabaca, T., Aktümen, M., Aksoy, Y., & Bulut, M. (2010). Matematik öğretmelerinin Avrasya geogebra toplantısı kapsamında dinamik matematik yazılımı geogebra ile tanıştırılması ve geogebra hakkındaki görüşleri. Turkish Journal of Computer and Mathematics Education, 1(2), 148-165.
  • Kabaca, T., & Tarhan, V. (2013). Dinamik matematik yazılımı kullanımının lise öğrencilerinin matematik hakkındaki inançlarına etkisi. Turkish Journal of Computer and Mathematics Education, 4(1) 32-47.
  • Kaleli-Yılmaz, G. (2015). The effect of dynamic geometry software and physical manipulatives on candidate teachers’ transformational geometry success. Educational Sciences: Theory & Practice, 15(5), 1–20. https://doi.org/10.12738/estp.2015.5.2610
  • Karakuş, Ö. (2008). Bilgisayar destekli dönüşüm geometrisi öğretiminin öğrenci erişisine etkisi [The effects on the students’ success of computer based transformation geometry learning] (Unpublished master’s thesis). Eskişehir Osmangazi University.
  • Karakuş, F., & Peker, M. (2015). The effects of dynamic geometry software and physical manipulatives on pre-service primary teachers’ Van Hiele levels and spatial abilities. Turkish Journal of Computer and Mathematics Education, 6(3), 338365. https://doi.org/10.16949/turcomat.31338
  • Kaya, G. (2013). Matematik derslerinde akıllı tahta kullanımının öğrencilerin dönüşüm geometrisi üzerindeki başarılarına etkisi [The effect of using interactive whiteboards on students’ achievement in transformational geometry] (Unpublished master’s thesis). Gazi University.
  • Kaya, H. (2017). Yedinci sınıf öğrencilerinin öteleme ve yansıma problemlerinde kullandıkları sürükleme türlerinin göstergebilimsel analizi [Semiotic analysis of 7th grade students’ dragging processes in translation and refelection problems] (Unpublished master’s thesis). Eskişehir Osmangazi University.
  • Kayaaslan, A. (2006). İlköğretim 4. ve 5. sınıf öğrencilerinin matematiğin doğası ve matematik öğretimi hakkındaki inançları [4th and 5th grade elementary school students’ beliefs about the nature of mathematics and the teaching of mathematics] (Unpublished master’s thesis). Gazi University.
  • Kıbrıslıoğlu-Uysal, N., & Haser, Ç. (2018). Beşinci sınıf öğrencilerinin matematik hakkındaki inanışları. Elementary Education Online, 17(2), 1014-1032.
  • Knuchel, C. (2004). Teaching symmetry in the elementary curriculum. The Mathematics Enthusiast, 1(1), 38. https://doi.org/10.54870/1551-3440.1001
  • Kurak, Y. (2009). Dinamik geometri yazılımı kullanımının öğrencilerin dönüşüm geometri anlama düzeylerine ve akademik başarılarına etkisi [The efffects using dynamic geometry software on students’ understanding levels of transformation geometry and their academic success] (Unpublished master’s thesis). Karadeniz Technical University.
  • Kutluca, T. (2013). The effect of geometry instruction with dynamic geometry software; GeoGebra on van hiele geometry understanding levels of students. Educational Research and Reviews, 8(17), 1509-1518.
  • Lester, F. (2002). Implications of research on students’ beliefs. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 342353). Netherland: Kluwer Academic Publishers.
  • Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215-243. https://doi.org/10.1007/s10648-010-9125-8
  • Mason, L., & Scrivani, L. (2004). Enhancing students’ mathematical beliefs: An intervention study. Learning and Instruction, 14(2), 153176. https://doi.org/10.1016/j.learninstruc.2004.01.002
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 575596). New York: Macmillan.
  • Mert-Kalender, Ö. (2010). The roles of affective, socioeconomic status and school factors on mathematics achievement: A structural equation modeling study (Unpublished doctoral dissertation). Middle East Technical University.
  • Ministry of National Education (MoNE) (2005). İlkögretim matematik dersi öğretim programı ve klavuzu: 6-8. sınıflar [Elementary school mathematics curriculum and guide: Grades 6-8]. Ankara: Devlet Kitapları Müdürlüğü.
  • Ministry of National Education (MoNE) (2013). Ortaokul matematik dersi (5, 6, 7, ve 8. sınıflar) öğretim programı [Middle school mathematics (5, 6, 7, and 8. grades) curriculum]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317-377. Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center.
  • National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Nelson, M. (2018). Effects of dynamic geometry software on secondary students’ understanding of geometry concepts. Culminating Projects in Teacher Development. 36. Retrieved from https://repository.stcloudstate.edu/ed_etds/36
  • Özçakır-Sümen, Ö. (2013). GeoGebra yazılımı ile simetri konusunun öğretiminin matematik başarısı ve kaygısına etkisi [The effect of teaching symmetry subject by goegebra software to mathematics success and anxiety] (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
  • Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). New York: McGraw-Hill.
  • Philippou, G., & Christou, C. (2002). A study of the mathematics teaching efficacy beliefs of primary teachers. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 211231). Netherland: Kluwer Academic Publishers.
  • Pyzdrowski, L. J., Sun, Y., Curtis, R., Miller, D., Winn, G., & Hensel, R. A. (2013). Readiness and attitudes as indicators for success in college calculus. International Journal of Science and Mathematics Education, 11(3), 529–554. https://doi.org/10.1007/s10763-012-9352-1
  • Scher, D. (2000). Lifting the curtain: The evaluation of the geometer’s sketchpad. The Mathematics Educator, 10(1), 42-48.
  • Toluk-Uçar, Z., Pişkin, M., Akkaş, E. N., & Taşçı, D. (2010). İlköğretim öğrencilerinin matematik, matematik öğretmenleri ve matematikçiler hakkındaki inançları. Eğitim ve Bilim, 35(155), 131-144.
  • Ünlü, M., & Ertekin, E. (2018). Ortaokul öğrencileri için geometriye yönelik inanç ölçeği geliştirme çalışması. Kastamonu Eğitim Dergisi, 26(1), 3948. https://doi.org/10.24106/kefdergi.346334
  • Yahşi Sarı, H. (2012). İlköğretim 7. sınıf matematik dersi “dönüşüm geometrisi” alt öğrenme alanının öğretiminde dinamik geometri yazılımlarından sketchpad ile geogebra’nın kullanımlarının öğrencilerin başarısına ve öğrenmelerin kalıcılığına etkilerinin karşılaştırılması [Primary 7th grade mathematics courses teaching the learning area of the lower of dynamic geometry using the software of the rotation geometry with geometer’s sketchpad and geogebra to compare the effects on students’ success and permanency of learning] (Unpublished master’s thesis). Gazi University, Ankara.
  • Yıldız, P. (2016). Ortaokul öğrencilerinin matematiğe ilişkin inançlari. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(39), 174189. https://doi.org/10.21764/efd.91453

The Effects of GeoGebra-Assisted Transformation Geometry Instruction on Student Achievement, Attitudes, and Beliefs

Year 2023, Volume: 11 Issue: 22, 671 - 690, 27.10.2023
https://doi.org/10.18009/jcer.1324668

Abstract

This study aims to investigate the effects of using GeoGebra, a popular dynamic geometry software, on students’ mathematics achievement, attitudes toward geometry, and beliefs about mathematics and its teaching in transformation geometry teaching. The study was a quasi-experimental design including experimental and control groups. The sample of the study was 34 7th-grade students from a public middle school in a city in Turkey. The study was conducted in the 2015-2016 academic year, lasting ten lesson hours (three weeks). The data were collected through achievement test and surveys regarding attitudes toward geometry, beliefs about the nature of mathematics, and beliefs about the teaching of mathematics. The quantitative data analyses were carried out by using the Mann-Whitney U test. Results revealed that, although the use of GeoGebra in teaching transformation geometry demonstrated student improvement in achievement, attitudes toward geometry, and beliefs about

Supporting Institution

Bartın University Scientific Research Projects Commission

Project Number

2016-SOS-CY-001

References

  • Aiken, L. R. (1972). Research on attitudes toward mathematics. Arithmetic Teacher 19(3), 229–234. https://doi.org/10.5951/AT.19.3.0229
  • Akgül, M. B. (2014). The effect of using dynamic geometry software on eight grade students’ achievement in transformation geometry, geometric thinking and attitudes toward mathematics and technology (Unpublished master’s thesis). Middle East Technical University.
  • Altın, S. (2012). Bilgisayar destekli dönüşüm geometrisi öğretiminin 8. Sınıf öğrencilerinin başarısına ve matematik dersine yönelik tutumuna etkisi [The effect of computer aided transformation geometry instruction on 8th grade students’ mathematics success and attitude] (Unpublished master’s thesis). Eskişehir Osmangazi University.
  • Atılgan, H., Kan, A., & Doğan, N. (2011). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education] (5th ed.). Ankara: Anı Yayıncılık.
  • Balcı, S. (2022). Dinamik geometri yazılımlarıyla dönüşüm geometrisi öğretimine semiyotik arabuluculuk perspektifinden bir bakış [Teaching transformation geometry with dynamic geometry software a view from semiotic mediation perspective] (Unpublished master’s thesis). Anadolu University.
  • Bayrak, F., & Hacıömeroğlu, G. (2018). İlkokul 4. sınıf öğrencilerinin matematik inançlarının ve yapılandırmacı öğrenme ortamlarına ilişkin görüşlerinin incelenmesi. Sakarya University Journal of Education, 8(3), 100114. https://doi.org/10.19126/suje.422315
  • Bergeson, T., Fitton, R., & Bylsma, P. (2000). Teaching and learning mathematics using research to shift from the “yesterday” mind to the “tomorrow” mind. Washington State: State Superintendent of Public Instruction.
  • Birgin, O., & Topuz, F. (2021). Effect of the geogebra software-supported collaborative learning environment on seventh grade students’ geometry achievement, retention and attitudes. The Journal of Educational Research, 114(5), 474494. https://doi.org/10.1080/00220671.2021.1983505.
  • Bouckaert, C. (1995). Transformation geometry in primary school according to Michel Demal. Acedido em, 6. Bulut, S., Ekici, C., İşeri, A. İ., & Helvacı, E. (2002). Geometriye yönelik bir tutum ölçeği. Eğitim ve Bilim, 27(125), 3–7.
  • Clements, D. H., & Battista, M. T. (1992). Geometry and spatial understanding. In D. A. Grouws (Ed.), Handbook of research mathematics teaching and learning. New York: McMillan.
  • Curtis, M. K. (2006). Improving student attitudes: A study of a mathematics curriculum innovation (Unpublished doctoral dissertation). Kansas State University.
  • Dixon, J. K. (1997). Computer use and visualization in students’ construction of reflection and rotation concepts. School Science and Mathematics, 97(7), 352359. https://doi.org/10.1111/j.1949-8594.1997.tb17376.x
  • Duatepe, A., & Ersoy, Y. (2003). Teknoloji destekli matematik öğretimi. Retrieved from http://www.matder.org.tr/teknoloji-destekli-matematik-ogretimi/
  • Duatepe-Paksu, A., & Ubuz, B. (2007). Yaratıcı drama temelli matematik dersleri hakkında öğretmen görüşleri. Yaratıcı Drama Dergisi, 1(3-4), 193-206.
  • Erbaş, A. K. (2005). Çoklu gösterimlerle problem çözme ve teknolojinin rolü. The Turkish Online Journal of Educational Technology, 4(4), 88-92.
  • Faggiano, E., & Mennuni, F. (2020). Constructing mathematical meanings with digital tools: design, implementation and analysis of a teaching activity in a distance education context. Interaction Design and Architecture(s) Journal, 46, 156-174.
  • Flanagan, K. (2001). High school students’ understandings of geometric transformations in the context of a technological environment (Unpublished doctoral dissertation). Pennsylvania State University.
  • Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
  • Glass, B. J. (2001). Students’ reification of geometric transformations in the multiple dynamically linked representations (Unpublished doctoral dissertation). The University of Iowa.
  • Güven, B. (2012). Using dynamic geometry software to improve eight grade students’ understanding of transformation geometry. Australasian Journal of Educational Technology, 28(2), 364-382. https://doi.org/10.14742/ajet.878
  • Harper, S. R. (2002). Enhancing elementary pre-service teachers’ knowledge of geometric transformations (Unpublished doctoral dissertation). University of Virginia.
  • Hollebrands, K. F. (2003). High school students’ understanding of geometric transformations in the context of a technological environment. Journal of Mathematical Behavior, 22(1), 55-72. https://doi.org/10.1016/S0732-3123(03)00004-X
  • Kabaca, T., Aktümen, M., Aksoy, Y., & Bulut, M. (2010). Matematik öğretmelerinin Avrasya geogebra toplantısı kapsamında dinamik matematik yazılımı geogebra ile tanıştırılması ve geogebra hakkındaki görüşleri. Turkish Journal of Computer and Mathematics Education, 1(2), 148-165.
  • Kabaca, T., & Tarhan, V. (2013). Dinamik matematik yazılımı kullanımının lise öğrencilerinin matematik hakkındaki inançlarına etkisi. Turkish Journal of Computer and Mathematics Education, 4(1) 32-47.
  • Kaleli-Yılmaz, G. (2015). The effect of dynamic geometry software and physical manipulatives on candidate teachers’ transformational geometry success. Educational Sciences: Theory & Practice, 15(5), 1–20. https://doi.org/10.12738/estp.2015.5.2610
  • Karakuş, Ö. (2008). Bilgisayar destekli dönüşüm geometrisi öğretiminin öğrenci erişisine etkisi [The effects on the students’ success of computer based transformation geometry learning] (Unpublished master’s thesis). Eskişehir Osmangazi University.
  • Karakuş, F., & Peker, M. (2015). The effects of dynamic geometry software and physical manipulatives on pre-service primary teachers’ Van Hiele levels and spatial abilities. Turkish Journal of Computer and Mathematics Education, 6(3), 338365. https://doi.org/10.16949/turcomat.31338
  • Kaya, G. (2013). Matematik derslerinde akıllı tahta kullanımının öğrencilerin dönüşüm geometrisi üzerindeki başarılarına etkisi [The effect of using interactive whiteboards on students’ achievement in transformational geometry] (Unpublished master’s thesis). Gazi University.
  • Kaya, H. (2017). Yedinci sınıf öğrencilerinin öteleme ve yansıma problemlerinde kullandıkları sürükleme türlerinin göstergebilimsel analizi [Semiotic analysis of 7th grade students’ dragging processes in translation and refelection problems] (Unpublished master’s thesis). Eskişehir Osmangazi University.
  • Kayaaslan, A. (2006). İlköğretim 4. ve 5. sınıf öğrencilerinin matematiğin doğası ve matematik öğretimi hakkındaki inançları [4th and 5th grade elementary school students’ beliefs about the nature of mathematics and the teaching of mathematics] (Unpublished master’s thesis). Gazi University.
  • Kıbrıslıoğlu-Uysal, N., & Haser, Ç. (2018). Beşinci sınıf öğrencilerinin matematik hakkındaki inanışları. Elementary Education Online, 17(2), 1014-1032.
  • Knuchel, C. (2004). Teaching symmetry in the elementary curriculum. The Mathematics Enthusiast, 1(1), 38. https://doi.org/10.54870/1551-3440.1001
  • Kurak, Y. (2009). Dinamik geometri yazılımı kullanımının öğrencilerin dönüşüm geometri anlama düzeylerine ve akademik başarılarına etkisi [The efffects using dynamic geometry software on students’ understanding levels of transformation geometry and their academic success] (Unpublished master’s thesis). Karadeniz Technical University.
  • Kutluca, T. (2013). The effect of geometry instruction with dynamic geometry software; GeoGebra on van hiele geometry understanding levels of students. Educational Research and Reviews, 8(17), 1509-1518.
  • Lester, F. (2002). Implications of research on students’ beliefs. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 342353). Netherland: Kluwer Academic Publishers.
  • Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22(3), 215-243. https://doi.org/10.1007/s10648-010-9125-8
  • Mason, L., & Scrivani, L. (2004). Enhancing students’ mathematical beliefs: An intervention study. Learning and Instruction, 14(2), 153176. https://doi.org/10.1016/j.learninstruc.2004.01.002
  • McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 575596). New York: Macmillan.
  • Mert-Kalender, Ö. (2010). The roles of affective, socioeconomic status and school factors on mathematics achievement: A structural equation modeling study (Unpublished doctoral dissertation). Middle East Technical University.
  • Ministry of National Education (MoNE) (2005). İlkögretim matematik dersi öğretim programı ve klavuzu: 6-8. sınıflar [Elementary school mathematics curriculum and guide: Grades 6-8]. Ankara: Devlet Kitapları Müdürlüğü.
  • Ministry of National Education (MoNE) (2013). Ortaokul matematik dersi (5, 6, 7, ve 8. sınıflar) öğretim programı [Middle school mathematics (5, 6, 7, and 8. grades) curriculum]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317-377. Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center.
  • National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • Nelson, M. (2018). Effects of dynamic geometry software on secondary students’ understanding of geometry concepts. Culminating Projects in Teacher Development. 36. Retrieved from https://repository.stcloudstate.edu/ed_etds/36
  • Özçakır-Sümen, Ö. (2013). GeoGebra yazılımı ile simetri konusunun öğretiminin matematik başarısı ve kaygısına etkisi [The effect of teaching symmetry subject by goegebra software to mathematics success and anxiety] (Unpublished master’s thesis). Ondokuz Mayıs University, Samsun.
  • Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th ed.). New York: McGraw-Hill.
  • Philippou, G., & Christou, C. (2002). A study of the mathematics teaching efficacy beliefs of primary teachers. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 211231). Netherland: Kluwer Academic Publishers.
  • Pyzdrowski, L. J., Sun, Y., Curtis, R., Miller, D., Winn, G., & Hensel, R. A. (2013). Readiness and attitudes as indicators for success in college calculus. International Journal of Science and Mathematics Education, 11(3), 529–554. https://doi.org/10.1007/s10763-012-9352-1
  • Scher, D. (2000). Lifting the curtain: The evaluation of the geometer’s sketchpad. The Mathematics Educator, 10(1), 42-48.
  • Toluk-Uçar, Z., Pişkin, M., Akkaş, E. N., & Taşçı, D. (2010). İlköğretim öğrencilerinin matematik, matematik öğretmenleri ve matematikçiler hakkındaki inançları. Eğitim ve Bilim, 35(155), 131-144.
  • Ünlü, M., & Ertekin, E. (2018). Ortaokul öğrencileri için geometriye yönelik inanç ölçeği geliştirme çalışması. Kastamonu Eğitim Dergisi, 26(1), 3948. https://doi.org/10.24106/kefdergi.346334
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There are 53 citations in total.

Details

Primary Language English
Subjects Mathematics Education
Journal Section Research Article
Authors

Kazim Küçük 0009-0009-3810-6963

Özge Gün 0000-0001-6431-3354

Project Number 2016-SOS-CY-001
Early Pub Date October 25, 2023
Publication Date October 27, 2023
Submission Date July 8, 2023
Acceptance Date September 25, 2023
Published in Issue Year 2023 Volume: 11 Issue: 22

Cite

APA Küçük, K., & Gün, Ö. (2023). The Effects of GeoGebra-Assisted Transformation Geometry Instruction on Student Achievement, Attitudes, and Beliefs. Journal of Computer and Education Research, 11(22), 671-690. https://doi.org/10.18009/jcer.1324668

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