Academy Journal of Educational Sciences

Yazarlar: Bahtiyar BAYRAKTAR, Menekşe Seden TAPAN BROUTİN, Hilal GÜNEŞ

Konular:Eğitim, Bilimsel Disiplinler

DOI:10.31805/acjes.460636

Anahtar Kelimeler:Analytic Geometry Teaching,Dynamic Geometry Software,Cabri 3D,Preservice Teachers

Özet: The aim of this study is to investigate the effects of the use of Cabri 3D dynamic geometry software in analytic geometry course, analytical geometry achievements of 3rd grade students in elementary mathematics teaching and the effects of technology use in mathematics education. In addition, it is aimed to investigate the effectiveness of the training on dynamic geometry software on the teachers in the experimental group two years after the application. In this study, a mixed design which covers both quantitative and qualitative research methods was used. The study group of the case consisted of the 3rd grade students in the Primary Mathematics Teaching Department of a state university in the Marmara region in 2013-2014 academic year. In qualitative dimension of study, there are 60 students totally which are divided as experiment (30 students) and control (30 students) group. The qualitative dimension of the research was consisted of two stages and the participants of the first stage which was performed just after the application consisted of the experimental group; The participants of the second phase, which took place 2 years after the application, consisted of 10 teachers selected from the experimental group on a voluntary basis. At the end of the research, it was found that the analytical geometry achievements of both groups increased, but the analytical geometry achievements of the experimental group students were higher than the others. According to the analysis of the data obtained from the answers given to the open-ended questionnaire form after the application, all except the two of the teacher candidates think about using dynamic geometry software in their courses. In the interviews held two years after the application, it was found that the teacher candidates in the experimental group found the use of dynamic geometry software useful in geometry courses after they started professional life.

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