Investigation of the Development of 7th Grade Students’ Skills to Define, Construct and Classify Polygons with Cabri Geometry

Year 2013, Volume: 4 Issue: 3, 48 - 60, 01.03.2013

Ahmet Yanık Tuba Ada

Abstract

The aim of the study is to investigate the development of 7th Grade students’ skills to define, construct and classify polygons in geometry course with Cabri Geometry II Plus software geometry, an example of dynamic geometry software. The study used qualitative and quantitative research methods in accordance with the research objectives and focus, so it was designed as a mixed method research. The participants of the study were 21 7th Grade students, 11 girls and 10 boys, who were attending a secondary school in Eskişehir city center during 2012-2013 school year. As a source of qualitative data, four students in this class were selected for the interview. The data were collected with “Polygon Identification and Classification Scale”, one group pre-test and post-test in order to determine the level of development and significance level of the gender variable, and Cabri Geometry worksheets developed by the researchers. The quantitative data were analyzed with SPSS Statistics 20. Also, t-test and Wilcoxon test were used in data analysis. The data obtained from the interviews were analyzed through descriptive analysis. The qualitative data showed that the mean of correct answers given by the students to the questions in the Polygon Identification and Classification Scale was higher in the post-test than the pre-test. The ttest results for the pre-test and post-test mean scores and the results of the paired samples test showed a significant difference in favor of the post-test. There was no significant difference based on the gender variable. On the other hand, the data obtained from the interviews were coded under five different themes. The activities about the concept of formation showed that incorrect formations caused incorrect generalizations about the shapes. The study found that, as a result of the teaching practice in the study, hierarchical relations among polygons were expressed correctly. Finally, after the practice, the participants succeeded in defining polygons with their own words

Keywords

Geometry, polygons, Cabri Geometry, geometric construction

References

• Cemaloğlu N. (2012). Bilimsel araştırma yöntemleri (3. Baskı). Ankara: Anı Yayıncılık.
• Czarnocha, B., & Prabhu, V. (2006). Teaching experiment/NYC Model. Roczniki PTM Dydaktyka Matematyki, 29, 251-272.
• Czarnocha, B., & Maj, B. (2008). A teaching experiment. Handbook of mathematics teaching research ‐ A tool for teachers‐researchers. Poland: University ofReszów.
• Driscoll, M. (2007). Fostering geometric thinking a guide for teachers, Grades 5-10.A division of Reed Elsevier Inc., Portsmount.
• Fujita, T. (2008). Learners’ understanding of the hierarchical classification of quadrilaterals. Joubert, M. (Ed.). Proceedings of the British Society for Research into Learning Mathematics, 28(2), 31-36.
• Gillis, J. M. (2005). An investigation of student conjectures in static and dynamic geometry environment. PHD Diss., Auburn University-Alabama.
• Güven, B., & Karataş, İ. (2009). Dinamik geometri yazılımı Cabri’nin ilköğretim matematik öğretmen adaylarının geometrik yer problemlerindeki başarılarına etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(1), 1-31.
• Johnson, B., & Christensen, L. (2004). Educational research: Quantitative, qualitative, and mixed approaches (2nd ed.). Needham Heights, MA: Allyn and Bacon.
• Jones K. (2001). Providing a foundation for deductive reasoning: students’ interpretations when using dynamic geometry software and their evolving mathematical explanations. Educational Studies in Mathematics, Vol.44. 55–85.
• Jones, K., Fujita, T., & Kunimune, S. (2012). Promoting productive reasoning ın the teaching of geometry in lower secondary school: Towards a future research agenda. 12th International Congress on Mathematical Education. COEX, Seoul, Korea.
• Köse, N. (2008). İlköğretim 5. sınıf öğrencilerinin dinamik geometri yazılımı cabri geometriyle simetriyi anlamlandırmalarının belirlenmesi: Bir eylem araştırması. Yayınlanmamış Doktora tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü.
• Laborde, C. (2003). Technology used as a tool for mediating knowledge in the teaching of mathematics: the case of Cabri-Geometry. The Asian Technology Conference in Mathematics. Hsin-Chu, Taiwan.
• Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Quality & Quantity: International Journal of Methodology, 43, 265-275.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: SAGE Publications.
• National Council of Teachers of Mathematics (NCTM). (2000). Principles and standarts for school mathematics. 1906 Association Drive, Reston, www.nctm.org
• Pandiscio, E. A. (2002). Exploring the link between preservice teachers’ conception of prof and the use of dynamic geometry software. School Science and Mathematics, 102(5), 216–221.
• Straesser, R. (2002). Cabri-Geometre:Does Dynamic Geometry Software(DGS)change geometry and its teaching and learning. International Journal of Computers for Mathematical Learning, 6(3). 319-333.
• Tutak, T., & Birgin, O. (2008). Dinamik geometri yazılımı ile geometri öğretiminin öğrencilerin Van Heile geometri anlama düzeylerine etkisi. Proceedings of 8th International Educational Technology Conference,1058-1061. Eskişehir: Nobel Yayın Dağıtım.
• Ubuz, B., Üstün, I., & Erbaş, A. K. (2009). Effect of dynamic geometry environment on immediate and retention level achievements of seventh grade students. Egitim Arastirmalari-Eurasian Journal of Educational Research, 35, 147-164.
• Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7. baskı). Ankara: Seçkin Yayıncılık.