Developing and piloting a teaching/learning unit on similar triangles using DGS (Record no. 19876)

MARC details
000 -LEADER
fixed length control field 02902nam a2200205Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209113527.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Chayya, Nisreen Mohammad
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Developing and piloting a teaching/learning unit on similar triangles using DGS
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2010
300 ## - PHYSICAL DESCRIPTION
Extent 57 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Technology has recently become a vital factor in the teaching of mathematics. Yet, a key issue remains how technology could be ultimately used to support students in reaching a better understanding of Mathematics and to design meaningful learning experiences. In Geometry, forms of software known as Dynamic Geometry Software (DGS) are shown to be useful in realizing such a purpose. In an attempt to examine the possible effects of DGS on a learning situation, a learning/teaching sequence on Similar Triangles was developed then piloted and clinically analyzed to investigate its effect on a pair of 8th grade Lebanese students' learning and problem solving strategies. The aim was to assess the effectiveness of DGS on students' learning of the topic (9th grade level in the Lebanese curriculum) and the transfer of knowledge and competencies into a computer-free environment. An interview with a 9th grade math teacher was conducted to investigate the difficulties faced in teaching and learning Similar Triangles. The teaching/learning sequence was implemented over a period of 5 sessions each lasting for 1-2 hrs, including solving problems in a clinical interview setting. The sessions were videotaped and transcripts were generated. Data analyzed were collected from the curriculum text, textbook, transcript of the teacher's interview, videotapes and transcripts of the teaching/learning sequence and conducted clinical interviews, students' computer files and solutions to the activities in worksheets and diagnostic and summative tests. The comparison of the diagnostic and summative tests showed that meaningful learning took place and knowledge was gained. The analysis of the clinical interviews highlighted the fact that DGS helps in reinforcing a wide variety of skills and evolving mathematical problem strategies, and that those skills would be transferred into a computer-free environment. The study brought forth that properly designed tasks based on constructivist approach and supported by DGS can help in reaching better learning of mathematics and acquisition of essential mathematical skills at an earlier level than expected in the curriculum.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Math education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم الرياضيات
9 (RLIN) 150
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa -
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=66089">http://search.shamaa.org/FullRecord?ID=66089</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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