# The Incorporation and Effects of Dynamic Geometry Software on Students in a Geometry Classroom

Event

2015

## Location

State Farm Hall, Illinois Wesleyan University

## Start Date

4-18-2015 9:00 AM

## End Date

4-18-2015 10:00 AM

Education

## Abstract

Concepts in a high school Geometry classroom can be difficult for students to understand without a visual representation. By incorporating Dynamic Geometry Software (DGS) into the classroom, students will be given the opportunity to create and provide visual representations of the concepts they are learning about. DGS also gives students the opportunity to explore the concepts, so they can understand what the concepts really mean and also why the theorems of the concepts have been proven. In this literature review, I explored the impact DGS had on both students and teachers and how best it can be incorporated into the classroom. To enhance the research, I also explored a high school geometry textbook to examine how DGS and other technology were incorporated and provide suggestions for improvement. Vanicek (2011) claims the use of dynamic geometry can help train generalization with the method of analogy. Analogies improve the ability for the students to express themselves and also helps improve their logic.

## Share

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Apr 18th, 9:00 AM Apr 18th, 10:00 AM

The Incorporation and Effects of Dynamic Geometry Software on Students in a Geometry Classroom

State Farm Hall, Illinois Wesleyan University

Concepts in a high school Geometry classroom can be difficult for students to understand without a visual representation. By incorporating Dynamic Geometry Software (DGS) into the classroom, students will be given the opportunity to create and provide visual representations of the concepts they are learning about. DGS also gives students the opportunity to explore the concepts, so they can understand what the concepts really mean and also why the theorems of the concepts have been proven. In this literature review, I explored the impact DGS had on both students and teachers and how best it can be incorporated into the classroom. To enhance the research, I also explored a high school geometry textbook to examine how DGS and other technology were incorporated and provide suggestions for improvement. Vanicek (2011) claims the use of dynamic geometry can help train generalization with the method of analogy. Analogies improve the ability for the students to express themselves and also helps improve their logic.