Event Title

Dynamic Learning: Using Dynamic Geometry Software to Boost Conceptual Understanding

Faculty Advisor

Leah Nillas

Graduation Year

2020

Location

Room E104, Center for Natural Sciences, Illinois Wesleyan University

Start Date

4-4-2020 10:15 AM

End Date

4-4-2020 10:30 AM

Description

The use and integration of computing, constructing, and graphing software has been proven to help students’ mathematical performance in a variety of ways in recent studies (Tatar, Zengin, 2016; Asmida, Sugiatno, Hartoyo, 2018; Bozkurt, 2018) The purpose of this study was to look at the effects of the use of Dynamic Geometry Software (DGS) on students’ conceptual understanding. Conceptual understanding is the core of the five strands of mathematical proficiency defined by Kilpatrick, Swafford, and Findell (2001). Students who have conceptual understanding represent their knowledge of the content in multiple ways, make connections between concepts in an organized manner, and functionally apply those concepts. Conceptual understanding has three key components: direct understanding, functional understanding, and integrated understanding. Throughout the semester, 18 honors geometry students utilized DGS in learning activities as way for them to visualize and interact with the content they were learning. Student work corresponding to the lessons involving DGS was analyzed for evidence of conceptual understanding. Results showed a clear connection between students’ conceptual understanding and the use of DGS in delivering geometry content. Overall, the results of this study signify the use of DGS as a key practice that effectively fosters students’ conceptual understanding.

This document is currently not available here.

Share

COinS
 
Apr 4th, 10:15 AM Apr 4th, 10:30 AM

Dynamic Learning: Using Dynamic Geometry Software to Boost Conceptual Understanding

Room E104, Center for Natural Sciences, Illinois Wesleyan University

The use and integration of computing, constructing, and graphing software has been proven to help students’ mathematical performance in a variety of ways in recent studies (Tatar, Zengin, 2016; Asmida, Sugiatno, Hartoyo, 2018; Bozkurt, 2018) The purpose of this study was to look at the effects of the use of Dynamic Geometry Software (DGS) on students’ conceptual understanding. Conceptual understanding is the core of the five strands of mathematical proficiency defined by Kilpatrick, Swafford, and Findell (2001). Students who have conceptual understanding represent their knowledge of the content in multiple ways, make connections between concepts in an organized manner, and functionally apply those concepts. Conceptual understanding has three key components: direct understanding, functional understanding, and integrated understanding. Throughout the semester, 18 honors geometry students utilized DGS in learning activities as way for them to visualize and interact with the content they were learning. Student work corresponding to the lessons involving DGS was analyzed for evidence of conceptual understanding. Results showed a clear connection between students’ conceptual understanding and the use of DGS in delivering geometry content. Overall, the results of this study signify the use of DGS as a key practice that effectively fosters students’ conceptual understanding.