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Using dynamic geometry software to improve eight grade students' understanding of transformation geometry
ARTICLE

Australasian Journal of Educational Technology Volume 28, Number 2, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

This study examines the effect of dynamic geometry software (DGS) on students' learning of transformation geometry. A pre- and post-test quasi-experimental design was used. Participants in the study were 68 eighth grade students (36 in the experimental group and 32 in the control group). While the experimental group students were studying the transformation geometry in a (DGE), the same instruction was carried out with dotted and isometric worksheets with the control group students. A 15 multiple choiceTransformation Geometry Achievement Test and a 15 open ended item Learning Levels of Transformation Geometry Testwere used as pre and post-test. The result of covariance analysis showed that the experimental group outperformed the control group not only in academic achievement but also in levels of learning of transformation geometry.

Citation

Guven, B. & Guven, B. (2012). Using dynamic geometry software to improve eight grade students' understanding of transformation geometry. Australasian Journal of Educational Technology, 28(2),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved December 8, 2019 from .

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