000			03409nam a2200253Ia 4500
005			20191211083901.0
008			180910s9999 xx 000 0 und d
040			_aLB-BrCRDP
100	1		_aNassar, Olga Fahid _gMaster Education
245	1	0	_aExploring grade eight students' development of geometric reasoning in a problem solving situation using dynamic geometry software
260			_aBeirut _bLebanese American University. School of Arts and Sciences. Education Department _c2010
300			_a30 pages
500			_aالنوع : Mémoire
520	3		_aMathematics educators consider proof as central to the discipline of mathematics. However, the use of Dynamic Geometry Software (DGS), which enables students to create many examples of a single figure, raises questions about the importance of deductive proof. The Lebanese curriculum does not explicitly integrate the use of DGS in geometry teaching. However, some schools are including DGS activities in geometry classes. This study aims at exploring Lebanese students’ development of geometric reasoning in problem-solving situations requiring proving, using dynamic geometry software. Participants are a conveniently accessible group of grade 8 students, at a reputable private school in Mount-Lebanon. The group consists of 35 students, 12 females and 23 males coming from middle socioeconomic background. The study involves several techniques: a semi-structured interview with the teacher, development of a math teaching unit integrating the use of Cabri-Geometer, paper-pencil problem-solving situations requiring proofs prior to unit implementation, implementation of the unit, problem solving situations in DGS context which require proving, and clinical interviews with selected groups of students while solving proof problems. The proofs produced by students using paper-pencil were compared with proofs produced in a DGS context. In addition, the mental models of geometric reasoning of students using paper-pencil were compared with the mental models in DGS context. Data collected was analyzed according to a classification framework developed for this purpose. The following results were found: students were able to produce more correct figures using DGS than when using paper-pencil. They were also able to better experiment and explore the problem. This made them understand the problem and the theorems and properties it involves. Students produced more correct conjectures. Moreover, DGS figures provided students with tools to prove so they did not give any conjecture with no proof. Though some of the proofs produced were empirical most of the proofs reflected more understanding of the concepts. Moreover, while students focused, in the paper-pencil quiz, on the format of proofs produced, they rather focused, in the DGS quiz, on the content and logic of proofs produced.
650		4	_aCycle moyen L’enseignement du Maths
650		4	_aIntermediate Education Math education Teaching Methods Students achievement
650		4	_aMéthodes d’enseignement L’accomplissement des étudiants
650		4	_aProblem Solving
650		4	_aRésolution de problèmes
650		4	_aالمرحلة المتوسطة تعليم الرياضيات طرق التعليم تحصيل الطلبة
650		4	_aحل المشكلات
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=66093
942			_cLAESDATA _2ddc
999			_c20197 _d20197