The effect of cabri-based instruction on the level of reasoning in proofs produced by grade eight students (Record no. 20190)

MARC details
000 -LEADER
fixed length control field 03185nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211084900.0
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 Nakhal, Rana Muhieddine
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The effect of cabri-based instruction on the level of reasoning in proofs produced by grade eight students
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2008
300 ## - PHYSICAL DESCRIPTION
Extent 97 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The presented study focused on 1) the effect of using the dynamic software, Cabri, on the performance of grade eight Lebanese students, and 2) the effect of using the dynamic software, Cabri, on the reasoning level in proofs produced by grade eight Lebanese students. The study was conducted in a Lebanese private school where two grade eight sections which included the same percent of high, average, and low achievers learned three geometric units: the parallelogram, the isosceles trapezoid, and the midpoint theorem. It was conducted during three months. Both the experimental and the control groups investigated the properties of the parallelogram and the isosceles trapezoid, and established the proof of the midpoint theorem, then developed proofs using these properties and the theorem. The experimental group performed geometry tasks in Cabri environment while the control group performed the same tasks in Cabri- free environment. The Structure of Learned Outcomes (SOLO) taxonomy was used to analyze the performance and reasoning levels involved in the proofs produce by the students in the posttest. The students' posttest scores were transformed into SOLO scores and SOLO levels. The t test for independent samples, analysis of variance (ANOVA), and cross tabulations on the SOLO scores and SOLO levels indicated that 1) there was a significant difference between the control and experimental group on the SOLO scores and this difference was in favor of the experimental group. This difference reflected itself in the performance of the low achievers but not the high and average students, 2) the percentage of students of the experimental group at the first SOLO level -pre-structural level was less than the percentage of students of the control group while the percentage of the experimental group students at the second SOLO level multi- structural level was higher than the percentage of the students in the control group, and 3) there was no interaction between the SOLO scores of the experimental and control groups with the three achievement levels. The findings were interpreted theoretically and recommendations for further research and practice were given.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المهارات العليا في التفكير
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Capacités élevées de réflexions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle moyen
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element High Order Thinking Skills
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intermediate Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة المتوسطة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=27652">http://search.shamaa.org/FullRecord?ID=27652</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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